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A review of the literature indicates there is a need for alternative assessment practices for elementary students. Seven fourth grade students in a small rural school will learn how to construct an electronic portfolio that will exhibit their progress and achievement. The contents of the portfolio must include student participation in the selection as well as provide evidence of self-reflection. This study researches a computer-based portfolio, which uses HyperStudio software. This program will allow students to create sound, video, graphics, and animation during the construction process. As students build their multimedia portfolios, they will learn how to use technology as a communication tool. The study used a qualitative research format and combined the analysis of the data found from the questionnaires, interviews, observations, and reflective journal that was kept to record problems and how they were solved. This study is designed to answer the following research questions: (1) What skills will the students need to construct their portfolios? (2) What training will the teachers need to assist the portfolio development? (3) How will the multimedia portfolio be perceived by students, teachers, administrators, and parents? (4) What are the obstacles and advantages to multimedia portfolio development? The study results suggest some avenues for further research. The results also have implications for curriculum development. Data were collected at two intervals: in October and January. Students, parents, teachers, and a principal were interviewed in January. The data suggests that time, teacher training, and student training continue to be major problems in portfolio development. The students remained positive throughout the study and completed a four-card stack that used buttons, sound, graphics, transitions, and a background choice of their choosing. The data suggests it is possible for fourth grade students to successfully work with the HyperStudio software and begin the construction of multi-media portfolios. This study supports the use of electronic portfolios as an alternative to traditional portfolios for elementary students.