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ePortfolio as a learning space and a feature (Barrett 2010) has been acquainted with the educators, and presently understudies from many review programs have begun to utilize them. In this article, we mean to explain how ePortfolio can fill in as an apparatus in ability based and understudy focused advanced education, where a definitive objective of utilizing ePortfolio is to enable understudies to fabricate their expert profile and to discover their position in the work market. We center around instructors' work at HAMK utilizing ePortfolio as an evaluation and direction apparatus, which as indicated by Yang, Tai and Lim (2016) "incorporate displaying and sharing learning curios, reporting intelligent learning measures, associating learning across different stages and empowering successive criticism for enhancements". We are keen on how educators can work with understudies' ePortfolio creation, and what sort of preconditions for progress can be recognized according to instructors' perspective. The thoughts and points of view introduced in this article depend on numerous conversations with HAMK educators and instructive designers, and on reasonable advancement business related to the ePortfolio utilization in guiding single man programs. What's more, past examinations made in the EEP-project have been used, similar to assortment of best practices (Kunnari and Laurikainen 2017), understudies viewpoints investigations (Kunnari, Laurikainen, and Torseke 2017) and investigations of businesses' viewpoints (for example Kunnari 2018). In this sense, the methodology of this article is applying the standards of training based or expert based exploration (Heikkinen, de Jong, and Vanderlinde 2016), where specialists themselves, including understudies and educators, are dissecting their own practices.