The paper examines the extent to which a University undergraduate curriculum initiative provided initial teacher trainees with opportunities to challenge orthodox design methodologies through the production of an electronic portfolio within and extended design and technology activity. It was found that the "electronic portfolio" served primarily as a developmental tool for promoting creative continuity and sound, reflective, design practice within a structured educational design challenge. The portfolio also provided a focus for the development of "e" learning skills as it facilitated the use of new technologies in the compilation of the portfolio. Additionally, the portfolio provided trainees with a means by which they were able to demonstrate their capability to prospective employers. The use of the "electronic portfolio" challenges current orthodoxy and methods routinely employed to present and assess trainees' creative work, which have been shown to constrain innovative practice. The paper concludes that the use of the "electronic" portfolio was successful in facilitating trainees' engagement with a creative Design and Technology process.