In this article, the authors argue that collaborating with campus partners engaged in ePortfolio work can position Communication Centers as a leading resource for faculty and students and further the connections between oral communication, critical thinking, and student learning (Atkins-Sayre, 2012; Carpenter, Apostel, & Hyndman, 2012). To do so, the authors first provide a brief overview of literature on connections among the development of oral communication competencies, critical thinking, and integrative learning. Next, the authors outline the philosophical foundations of portfolio teaching, focusing on critical thinking, reflection, and communication. In so doing, the authors highlight the unrealized potential for oral communication to be an integral part of portfolio teaching and to provide students with multimodal learning experiences that complement the text-centered reflection assignments common to most portfolios. Finally, suggestions for connecting Communication Centers to ePortfolio work are outlined.