ePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a "high impact practice" that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas of resonance with, and misalignment between, research literature and our experiences with implementation. We have conducted a self-study to capture the narratives of our experiences, and engaged in a comparative analysis of these narratives alongside ePortfolio best practice literature. We provide a comprehensive literature review, an overview of our narratives, and a discussion about the inconsistencies arising from our comparison. We conclude by offering some recommendations for application and suggestions for further inquiry.