The teaching portfolio has evolved as a performance-based product intended to synthesize learning from preservice teachers' course work and school-based field experiences. The preparation of this document has become a requirement for many preservice teachers in university-based teacher licensure programs. Yet, many questions arise as to the content of the portfolio and how its design will encourage and represent on-going reflection and professional growth among future teachers. Consequently, a comparative analysis of two PETE portfolio models was conducted to determine the impact on intern perceptions of its value, intern professional growth, and portfolio representation in single and dual internship site placements. Thirty-three interns from GMU (n=33) and thirty-four interns from ECU (n=34) consented to participate in this study. Data were collected during two consecutive semesters of student interns. The Defining Issues Test (DIT), weekly reflection logs, and a culminating open-ended format questionnaire served as primary data sources. The quantitative component utilized a quasi-experimental, pretest-posttest design, employing the DIT to measure developmental stage change in principled thinking (one facet of developmental growth). The qualitative component utilized a multi-case studies design. A culminating questionnaire discerned intern perceptions of the portfolio process and its value, and provided a qualitative component of professional growth. Weekly reflection log data was used to determine how intern experiences were represented in the portfolio for single and dual internship site placements. Intern seminars served as the primary curricular mechanism to facilitate portfolio development and construction during the internship. A t-test was employed to analyze differences in principled thinking (DIT). Inductive content analysis identified major themes and/or categories across both the reflection log data and culminating questionnaire. Triangulation and trustworthiness of the data were achieved through multiple measures. Results indicated that intern perceptions of the portfolio process were generally positive. Differences were noted as to its value, most/least beneficial components, recommendations for improvement, and interns' perceptions of professional growth. A common theme that emerged indicated the need to begin the portfolio process earlier in the PETE program. No significant differences were found in principled thinking for either group, although qualitative evidence documenting professional developmental growth was noted. Portfolio representation of intern experiences through dual and single site placements revealed some common and consistent high frequency response categories for both groups across the internship experience including class management, discipline, time management, and confidence. Differences in specific categories represented and category frequency patterns were also noted.Keyword(s): professional development, professional preparation, research