One innovative practice in higher education arising from advances in computer technology is the use of ePortfolio for learning and assessment. Although in theory ePortfolios are believed to yield benefits for learning, in practice ePortfolio use often leads to confusion and frustration. In this paper we ask: what is the relationship between ePortfolio, technology and learning? In what ways can ePortfolios contribute to learning, especially in higher education? How far do beliefs held by ePortfolio theorists concur with actual ePortfolio practices? What is the role of technology in ePortfolio compilation as perceived by learners? To address these questions, we began by probing dominant understandings outlined in the ePortfolio literature. The focus in this paper is on whether there is any potential for knowledge derived from our research project to extend the concept of ePortfolio implementation in relation to a technology-enhanced environment in higher education. Our findings suggest a need for educators to interrogate the underlying theories of learning and the rationales for (dis)continuing current pedagogic practices. (Contains 1 figure and 2 tables.)