This article examines 14 teacher educators' development of standards-based electronic portfolios. The research focused on the participants' interpretation of the standards and how they conceptualized the portfolio development process in relation to their professional practice. For one year, participants interacted around the Association of Teacher Educator (ATE) standards and the development of their electronic portfolios. Findings illustrated that these teacher educators developed their portfolios in individual ways within a community of practice. Yet, they differed in how they viewed the structure of the process. The process of creating the electronic portfolio encouraged reflection on the standards and on how they think about having their students create portfolios. (Contains 1 table and 1 figure.)