This chapter would be of particular interest to post-secondary teacher training programs and to foreign language Department chairs who are attempting to provide documents for national accreditation. The authors first provide an overview of the national programs designed to reshape foreign language education starting in the 1960s to the present. The authors then provide the rationale for student portfolios, differentiating between professional, assessment, and development portfolios. The authors then present a case study of a portfolio development process in which students created their own portfolios centered on the Standards. The authors described the details of how to have students create and present their portfolios in a foreign language course. The authors present the findings from their student-reported assessment study of the portfolios that speak to the positive results. The authors further argue that the Standards serve as an agent of change and that a portfolio project, grounded in the Standards, fosters not only students' reflection on their own development, but also motivates faculty morale, administrative support, and students' overall learning experience.#Teachersandteaching #BookSection #Principalfocus #All5Cs #Curriculum #Postsecondary #Outcomes #All #TheoriesandMethods #PolicyorAdministrative