Instructors often use ePortfolios to facilitate deeper learning by providing an outlet for reflection, analysis, integrative thinking, and transfer of learning (Buyarski et al., 2015; Reynolds & Patton, 2014). In line with these objectives, I sought out to deepen learning and motivation on a required, semester-long assignment in an introductory educational psychology course for preservice teachers that is linked to a practicum experience. The original assignment was a template in Microsoft Word in which students included a summary of each major theory learned in class, provided a teaching example, and wrote a reflection about each topic. The new assignment is titled the Theory-to-Practice (T2P) ePortfolio, given that the focus of the assignment was to serve as a venue through which students developed an understanding of how the theories they learned in class connected meaningfully to teaching and influenced their teaching philosophy. Thus, the assignment served as a portfolio of this development. Independent samples t tests revealed that students' perceptions of usefulness in the course were significantly higher in the intervention groups and that ePortfolio assignment grades were significantly higher in the intervention groups. The assignment rubrics included dimensions from AAC&U VALUE rubrics measuring integrative learning, critical thinking, analysis, and written communication. The change in assignment format was positively associated with deeper learning on the assignment and perceived value in the larger course experience.