This paper reports the results of a large-scale portfolio pilot in which over 2,000 secondary students submitted portfolios in language arts, mathematics, and science classes. Students were asked to select work for their portfolios based on the criteria that would be used to evaluate the work. Students also reflected on how their work satisfied the scoring criteria and wrote a self-reflective cover letter to the reader of the portfolio. Thirty-six of these cover letters were reviewed. A report of the ways students responded to the task and specific types of outcomes that may be achieved with language arts portfolios is presented. Findings show that, through the use of large-scale portfolio assessment, students can realize educational outcomes that are not afforded in an educational system that focuses on traditional goals such as acquiring content knowledge and performing well on standardized multiple-choice tests. Students in this study were able to reflect on and formulate statements about their personal beliefs and values, their understandings of themselves as learners and writers, their abilities and skills as writers, and their goals and aspirations. An appendix presents directions for writing the cover letter. (SLD)