In this article the authors report on research into how an ePortfolio (eP) process can address the critique that teacher education programs offer fragmented course experiences and too often focus on narrow instrumentalist approaches emphasising the "how to" and the "what works"--implying that learning how to teach is about stitching together separate pieces of knowledge transmitted in an array of teacher education courses. In contrast, the authors believe that an eP process, systematically developed within a teacher education program, "can" create a complex and self-renewing system that grows from both individual and programmatic assessment of student learning. Using the eP entries of 45 elementary pre-service teachers and interviews with eight graduating pre-service teachers, they have crafted five ethnographic fictions. These narratives, drawing on themes generated in the data analysis, offer an insight into the lived experience of being a pre-service teacher in a teacher education program that uses an eP practice. Using a complexity theoretical lens the authors show how the eP process creates the conditions that enables pre-service teachers to communicate reflective thinking about teaching as they develop an understanding of learning and learners in emergent ways. The authors show how the eP process enables pre-service teachers to form a personal and collective sense of their forming teacher identity from course and practical experiences that can be integrated into an inter-connected sense of becoming a teacher. (Contains 1 figure.)