Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly important. The aim of the present study was to describe academics' experiences of starting and composing a structure in an ePortfolio for documentation of pedagogical and didactical skills. Fifteen teachers participated in a pilot study in which they were required to develop a personal ePortfolio. Focus group interviews with the participants highlighted factors of importance for the success of establishing a personal ePortfolio: clearly communicated goals and procedures provided by the university, a flexible structure for documentation, and the need for support in the process through mentoring. Keeping an ePortfolio challenges the boundaries of what is teacher-owned content and what becomes visible to the external assessment systems used to collect evidence of skills.