A reflective portfolio as a capstone assignment was selected to accomplish recognition by teachers completing a science, technology, mathematics, engineering master's program for elementary teachers about their professional and personal changes and to provide program evaluators additional qualitative data regarding attainment of program goals. As the teachers in the program (N = 20) neared the completion of the program, they were required to take a comprehensive look at their experience. This data-driven, reflective portfolio experience showed that the process clarified teachers' learning in strategies to improve student learning, importance of reflective practice, their role as a teacher leader, dedication to life-long learning and confidence in being an effective professional educator.