This research project investigated how the development of an ePortfolio, combined with ePortfolio pedagogies, impacted the interview performance of undergraduate students as they prepared to enter the job market. Participants were students in the Health Sciences and Biosystems Engineering programs at Clemson University, enrolled in ePortfolio-developing capstone or internship classes in the 2014-2015 or 2015-2016 academic years. Participants were randomly assigned to complete mock interviews after engaging in different interventions, such as cover letter and resume development and ePortfolio pedagogy. A one-way ANOVA revealed that students demonstrated statistically significant higher quality interview skills after engaging in ePortfolio pedagogy mentoring sessions, compared to students who received limited or no interventions. ePortfolios created in 2014, without the study's ePortfolio pedagogy training, were compared against the portfolios from this research project. T-test analysis revealed statistically significant improvements in overall ePortfolio quality in the courses utilizing the study's ePortfolio pedagogy.