The purpose of this study was to determine how elementary pre-service teachers' perceptions of and attitudes toward the teaching portfolio process changed after participating in a university program-wide mentoring process. The research question for this study was: What is the impact of a university's program-wide mentoring process on elementary pre-service teachers' perceptions of portfolio development? Overall, there was a statistically significant difference between the mean perception scores of the elementary education majors involved in study. These results show a positive increase in attitudes and perceptions of portfolios of those elementary pre-service teachers who experienced a program-wide mentoring program, from their beginning education courses through student teaching (Spring 2002) as compared to those elementary pre-service teachers who received little or no mentoring during the portfolio development process (Spring 1999). (Contains 1 figure and 1 table.)