E-portfolios have emerged as valuable tools in language education, allowing students to collect, reflect on, and showcase their learning experiences. While many studies focus on e-portfolios for individual learners, this article examines their implementation at the program level within an Arabic language curriculum. The program-wide e-portfolio serves as a dynamic repository that highlights student progress, fosters engagement, and enhances assessment practices. By integrating multimodal artifacts, including writing samples, multimedia projects, and cultural reflections, the e-portfolio benefits both students and educators. It promotes learner autonomy, motivation, and self-reflection while also offering educators a means to evaluate instructional effectiveness and curricular impact. This case study explores the structure, implementation, and long-term benefits of adopting an e-portfolio within a language program, demonstrating its role as both an instructional tool and a showcase for student achievement. [Note: The page range (127-131) shown on the PDF is incorrect. The correct page range is 127-132.]