In this autoethnographic study, the authors/subjects examined retrospective reflections (narratives) on their experiences within an ePortfolio community of practice to help them understand the conditions that led to transformations in their teaching. The theoretical framework of situated learning and cognitive mediation was used to explore this process of transformation and explain how participation in a community of practice might lead to such change. We argue that ePortfolio itself is imbued with specific meaning, which provides potential users with opportunities to connect with its pedagogical potential. Enticed by this potential, individuals are drawn into a community of practice and their understanding of the tools and practices associated with that community becomes increasingly more complex as they become more deeply integrated into the community. As participants move from being newcomers to full participants in the community, their understanding of the tool is mediated by their engagement and practice with it. This engagement and practice leads to greater competence and has specific effects on the individuals' notions of membership and identity within the community of practice. We argue that this framework provides a unique way of understanding how transformation can occur, specifically for faculty and their teaching.