Abstract: This paper explores findings of a study comparing pre-candidate and candidate pre-service teachers’ perceptions of assessment purposes and their personal experiences with the e-folio process in their teacher preparation process. The authors examine the mixed-study design that was used to collect data and discuss the theoretical base for the study, which includes classroom assessment, constructivist learning theory, cognitive learning theory, and motivation theory. The paper draws on the literature on e-folio and other types of assessment used in educational settings.