This study explored the experiences of readers of portfolios created in either formative or summative micro-contexts. Interviews were conducted with three readers in the formative context (mentors on a graduate certificate in higher education programme), and three readers in the summative context (senior staff committee members reading portfolios created for promotion or confirmation). As expected, thematic analysis of the interview transcripts showed discernible differences in the ways developmental and summative portfolios were read. However, the parallels in the issues raised suggested the strong influence of the macro-context--an institution with a policy providing for the summative use of teaching portfolios--on the way portfolios in both micro-contexts are read.