Portfolio assessment is increasingly used in teacher education courses as teacher educators become aware of the importance of modeling best practice in methods classes. However, implementing portfolio instruction is not an easy task. Because this approach to evaluation is so different from previous educational experiences, preservice students typically struggle with defining how they can create portfolios representative of their learning. A collaborative study, conducted by two professors who recently implemented portfolios in their methods courses, examined the use of portfolios as a means of facilitating students in their creation of their own learning goals and in their own assessment of their professional development in language and literacy classes. Data for the study included portfolios submitted by students enrolled in the professors' classes, comments and letters written by the professors to their students, audio-taped interviews of two focal students from each class, and reflective journals written by both of the professors themselves. The data were analyzed in two ways. One professor analyzed the data through searching for categories of responses. The second professor analyzed the data searching for overall themes. Findings indicate that emerging among students is an inquiry stance toward teaching that involves revision of lessons, focus on the process of lessons, and an emphasis on learning about students personally. The themes of "learning to plan" and "learning to look at students as learners" frequently appeared in student portfolios. (Contains 15 references and an appendix on the "language development class.") (TB)