The electronic portfolio (e-portfolio) is higher education's new "got to have it" tool--the show-and-tell platform of the millennium. Hundreds of academic institutions are variously studying, using, or innovating e-portfolio systems. Indeed, the current e-portfolio movement is spawning new university committees; on-campus training modules, books, campus-wide information campaigns, jobs, and a potentially profitable industry niche for software companies and consultants. Moreover, faculty and institutions that adopt e-portfolios appear cutting edge and innovative to their colleagues and students. E-portfolios seem to be inherently "good." Despite the presumed goodness of e-portfolios, unanswered questions remain. Of even greater concern, as the culture of the e-portfolio proliferates, it will contribute to an ossification of the current prefabricated, one-size-fits-most e-portfolio model. Institutions and commercial entities that bind their energies and resources to current e-portfolio constructs may be slower to develop and embrace a yet to be developed transformative educational paradigm that more completely integrates education across the lifespan. Is a technology-enhanced, show-and-tell, glorified resume truly the best result possible? Technologies surely exist to develop more innovative approaches. Yet, the thirst for a new and transformative paradigm is not widely apparent. Rather than limit people to the e-portfolio model, the authors contend that every citizen, at birth, be granted a cradle-to-grave, lifetime personal Web space (LPWS) that will enable connections among personal, educational, social, and business systems. In this article, the authors present some possible attributes of such a space. (Contains 4 endnotes.)