This study adopts innovative self-study research methods to explore the effectiveness of teachers' use of self-referenced activities designed for the development of personal teaching portfolios. Two short video presentations, along with participant and instructor workshop guides provided necessary instructions and materials. Personalized classroom design and photo activities were completed within a teacher education workshop aimed at developing personal portfolios. Data collection included written/oral activities and videotaped group discussions. Four criterion selected teachers engaged in activities that required the re-design of classroom activities and the use of personal photos. Results indicated that all participants were able to successfully redesign conventional classroom activities as constructivist classroom activities. Photo activities were found to be motivating and relevant to all participants. Recommendations offer insights into future constructivist learning research, the potential benefits of self-referenced knowledge, and the use of self-study research methods. (Contains 33 references.) (Author/AEF)