The need for valid evaluation of student competence in supervised practice programs has long been a major task of dietetic educators. In addition, the current Standards of Education allow programs to establish policies and a process for crediting an individual's prior experience toward S the required 900 clock hours. In order to meet both of these needs, faculty in an AP4 program initiated a portfolio process for all students.In college age students, most published reports document the use of portfolios in teacher education. These reports define a portfolio as a purposeful collection that shows the student's efforts, progress and achievements. The portfolio process must involve the student in three ways: 1) establishing criteria for selection of their work, 2) determining the actual contents of their portfolio, and 3) judging the merit of their work. In this AP4 program students utilize their portfolios for several purposes.It is used initially to document previously attained competency. During the first week, students compile materials from their undergraduate or work experience that will show evidence of professional level attainment. In an individual conference, materials are evaluated by both student and faculty to determine which, if any, performance requirements have already been met, and to set goals for areas that may need additional work. During the supervised practice experiences, the portfolio is used to both document attainment of performance requirements and show growth during experiences. For each addition to the portfolio, the student completes an evaluation sheet that asks them to 1) justify inclusion of the work into a collection of professional level materials, 2) determine how the project demonstrates their strengths and weaknesses, and 3) evaluate the quality of the work. Students and faculty meet at least 5–6 times during the AP4 program to discuss and evaluate the portfolio. Lastly, students may use their completed portfolio to highlight their accomplishments and strengths during a job interview.To begin evaluation of the portfolio process, a questionnaire was distributed to all current AP4 students. Students stated that portfolios helped them in organizing important material, determining what is professional caliber work, obtaining credit for past experience, and beginning to self evaluate their work.