While there have been multiple studies describing various ways in which administrators at higher education institutions can and should motivate faculty to increase their use of technology as an instructional tool (e.g., Surry & Land, 2000; Gautreau, 2011), very few have focused on cases in which faculty provided the initial and sustained impetus. This article attempts to fill that research gap by reporting on the results of a case study at a public university, where ePortfolios were implemented over a 15-year period using a bottom-up approach. The case study concluded that this approach has both limitations and benefits. The most notable limitation is that typically, faculty are not initially provided with the resources to implement ePortfolios, which results in a slow rate of adoption. Numerous recommendations were also identified that are especially relevant for institutions that utilize a shared governance model.