Six years ago, the Division of Education at Indiana University East began the process of developing a performance-based program consistent with its division's conceptual framework, the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, and Indiana state standards. One component of the state mandate is that all teachers must prepare an INTASC-based induction portfolio to receive licensure at the end of a two-year probationary teaching period. The authors, who are professors at the Division of Education at Indiana University East, realized that developing, implementing, and assessing the portfolio process was a daunting task. The purpose of this paper is to discuss areas that must be addressed prior to to portfolio implementation. The authors share what they have learned, benefits to be gained, and what they see as critical issues in portfolio implementation. (Contains 2 tables and 3 figures.)