This mixed methods study examined the perceived impact of the creation and implementation of digital portfolios by 29 high school inservice teachers and their students representing 20 school districts within one state. However, most research on digital portfolios has focused on preservice and not inservice teachers. Findings demonstrated that digital portfolio creation resulted in increased teacher learning about technology, a reexamination of their pedagogy, better comprehension of their students' learning, reflective processes, and assessment, and reciprocal learning between teachers and students. Future digital portfolio research should focus on reciprocal learning processes on a longitudinal basis to learn of its outcomes, benefits, and challenges. Additionally, digital portfolios should be embedded in inservice teacher education as long-term professional development tools to reap similar benefits as those realized by preservice teachers who have engaged in digital portfolio development.