The word "portfolio" might bring to mind the artist's case bulging with sketches, samples and finished or unfinished works in no particular order. On the other hand, it might suggest the familiar collection of report cards, crayon drawings and dioramas that accumulate in schoolchildren's homes over the years. In an adult education setting, however, a portfolio is a selective group of artifacts, placed in context within a carefully constructed user interface. Whether the interface is electronic, paper-based or some combination of the two is not important, what is crucial is that the artifacts have been chosen and arranged with thought and purpose. This first of the two-part article describes portfolios; their classification in current literature and the development process students used in the class. The authors define electronic portfolios as multimedia environments that display artifacts and reflections documenting professional growth and competencies. In this article, the authors provide the benefits of electronic portfolio development, electronic portfolio types, and an overview of reflection statements and artifacts, the two key elements of portfolio. [For Part Two, see EJ738364.] (Contains 2 figures.)