Institutions of higher education are increasingly utilizing ePortfolio projects to allow students a space to showcase their work to their instructors, peers, and potential employers, and with the primary audience focusing on instructor or peer, the ePortfolio has worked well over the years. However, as the audience shifted more to potential employers, the self-contained ePortfolio should only be seen as one of many important online components for students to consider as they enter the workforce. Employers have grown savvy enough to conduct their own, informal searches on students using sites like Google, Bing, and Yahoo to gain a better understanding of what their potential hire will bring to a place of employment. Instructors who use ePortfolios to help students transition from study to the work force need to consider the online presentation of the student as well as the exhibit of a professional quality ePortfolio. This article showcases a "Digital Portfolio" class taught at small, private, liberal arts University in which the author encouraged students to create a marketable online presence along with a self-representation of work in the form of an ePortfolio. The author argues that combining the online, social-media presence with an ePortfolio collection allows students to create a well-rounded image of themselves and enables employers to observe the student's ability to navigate ever-shifting social media outlets. This article includes an overview of assignments, a sample syllabus, and student reflection of this class.