Twenty-three preservice elementary teachers with limited technology backgrounds created complex electronic portfolios during a 2-year teacher education program. At the end of the 2-year project, they responded to a 72-item survey based on previous qualitative research with the same students and Kirkpatrick's (1996) four dimensions for evaluation. On this survey, students reported that they learned a great deal from creating electronic portfolios and that much of what they learned is directly applicable to their teaching careers and will impact the schools in which they teach. Even with their limited technology backgrounds, students were able to achieve what they (and the faculty) judged to be high quality portfolios. Although it was time consuming, most students believed the project was worth the time spent. The study showed it is possible for nontechnology savvy students to complete a complex technology project, given adequate support. If this support is not available, faculty members may need to engage in proactive grant seeking. Since technology is playing an increasingly important part in K-12 schools, these efforts are necessary to prepare preservice teachers to meet that challenge.