While the use of electronic portfolios has been thoroughly explored in undergraduate and discipline-specific graduate programs, less research has been conducted among interdisciplinary adult learners. This case study explores the feasibility and acceptability of ePortfolios across two years of implementation in an inclusive, graduate-level interdisciplinary training program. After initial implementation with cohort one, focus groups revealed the need for ongoing accountability and support, the importance of transparency and clarity, challenges related to buy-in, and unanticipated tensions between the personal and professional role of the ePortfolio. Between implementation years one and two, improvements were made to the ePortfolio process based on trainee feedback. Following implementation with cohort two, these changes and trainee perceptions of the ePortfolio process were assessed with open-ended surveys. Cohort two also identified personal challenges related to technology and endorsed the importance of accountability and support; however, they also identified a much greater appreciation for the ePortfolio as a new technology and the ways it helped them document, reflect on, and integrate their training experiences into their identity. These results indicate that the ePortfolio is a promising technology in interdisciplinary settings for integrative learning and holds potential for program assessment; however, accountability, support, and transparent communication are needed to realize its full potential.