This research examines the influence of college students' electronic portfolios (i.e., ePortfolios) on learning, identity, and assessment. The study creates a narrative of students' experiences with ePortfolios that integrates critical hermeneutic theory. Findings demonstrate the diverse experiences of research participants who used ePortfolios for advising and mentoring purposes or to present an academic identity to employers or faculty. This research presents ePortfolios as a way to engage with others about identity, to expand on prior understandings and ways of being, and to create a coherent narrative of past, present, and future. The implications may guide educators in developing ePortfolio programs that prepare students for authentic, ethical living in a global and ever-changing world.