While common across the primary, secondary and tertiary sectors of education, ePortfolios are relatively new in early childhood education (ECE), nationally and internationally. They are, however, becoming more widespread in New Zealand as a platform to present children's assessment documentation. There is minimal documented evidence of the use of ePortfolios in ECE and as such little is known about how they can impact on teachers' formative assessment practices. This research investigated the use of ePortfolios in an ECE setting, how teachers' formative assessment practices changed through using this technology and what this means for young children's learning.