While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings--that is, the "why"--of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use--that is, the "how"--and an original framework linking ePortfolio purpose to design is proposed.