The learning portfolio is a primary teaching approach in authentic assessment. This tool communicates assessment standards to teachers, students, family members, and administrators and accurately shows how well children are performing (Kirk,1997; Melograno, 1998; Wiggins, 1994). The aim of this study was to determine physical education teachers' and students' attitudes towards the use of physical education portfolios (PEPs) within a unit of instruction. Eight student teachers, 109 secondary students, and 31 elementary students participated in this study. The student teachers used a PEP model designed by Melograno (1998) in their teaching. They were required to design the teaching content, skill checklists, and other portfolio artifacts for the PEPs. Both student teachers and students completed a questionnaire after the unit of instruction. Results showed that student teachers had positive attitudes toward the implementation of the PEPs in teaching. All teachers agreed that: (a) PEPs allowed students to have a greater involvement in their learning; (b) PEPs helped students to acquire/increase their knowledge and understanding; and, (c) PEPs provided an authentic way to record and report student learning. However, six out of the eight student teachers responded that the workload necessary for the implementation of PEPs was too heavy. Student questionnaire data were subjected to chi-square analysis. With regard to the feedback among the secondary school students, there were significant differences in students' attitudes toward using PEPs among four different PE courses (P<0.05). Students in the advanced aerobics and volleyball units had a more positive attitude than those in the cooperation and fitness or the basketball units. In general, students agreed that while PEPs allowed them to determine their own strengths and weaknesses, they would rather not use PEPs. The finding was similar in primary schools, where students' attitudes towards using PEPs showed a significant difference (P<0.05) between two different schools. Students in the collaboration game unit had a lower positive response than those in the basketball unit. In summary, although PE teachers accepted the benefit of the learning portfolio, students' attitudes toward the use of PEPs in teaching was different among the sample schools and the trend was somewhat negative. It is suggested that PEPs be implemented in different units of instruction or in different teaching progressions in order to determine an effective way to motivate students' in the use of PEPs.Keyword(s): alternative programming, curriculum development, research