The use of portfolios in teacher education has grown in popularity over the last decade. Attempts to harness the potential of portfolios as a means to enhance learning and reflection have sometimes led to a complex or document-driven process that appears several steps removed from the act of teaching. In response this paper describes the development of a portfolio process based upon digital photographs taken to document the first teaching practicum of student teachers. Central to students' initial experiences of learning portfolios is a process that is based upon team discussion and reflection, which leads to the successful completion of a group-based portfolio product. (Contains 5 figures.)