In this work, we engaged engineering undergraduate students in constructing an ePortfolio. The purpose of the research presented here was to explore the question, "If and in what ways do students report experiencing the construction of a preparedness portfolio in a portfolio studio as an opportunity to develop into self-authoring individuals?" The findings of this study suggest that the ways in which students reported experiencing the construction of a preparedness portfolio in a portfolio studio aligns with movement toward self-authorship, which indicates that this ePortfolio activity supports and challenges student development toward self-authorship. These findings contribute to the evidence-base for the use of ePortfolios in higher education. Furthermore, this study demonstrates the broad applicability and usefulness of self-authorship to guide educational practice through understanding (a) how this ePortfolio activity (and other ePortfolio activities) can connect to opportunities for fostering student development toward self-authorship; and (b) how self-authorship can be used to understand students' descriptions of their experience in this ePortfolio activity (and other ePortfolio activities).