In this study, the author applies B. K. Curry's (1992) model of organizational institutionalization to a case study involving efforts to implement course and teaching portfolios in a small business school. This article is based on the personal observations of those involved and the published literature on the subject. Both teaching and course portfolios became part of the routinized behavior and culture of the school. The author argues that course portfolios, because of their focus on student learning, can greatly enhance the development of teachers, assist in creating a culture of evidence around learning outcomes, and foster the scholarship of teaching and learning. (Contains 1 note.)