The purpose of this research study is to determine the effects of portfolio development on undergraduate physics education students’ academic self-concept of abilities and creativity. The participants of this research were 34 pre-service teachers who were last year physics education students in the School of Education in a public university located in İstanbul. The participants were assigned as control and experimental groups. During the study, participants created simulations by using Interactive Physics application. Students in experimental group were asked to gather simulations in an ePortfolio. These students shared their ePortfolios and feedback they received through a Website. This Website allowed students to discuss among class members and exchange files. However, students in control group were asked to gather their simulations in classic portfolios and were not able to share or see other’s simulations. Both groups used Interactive Physics application for six weeks, and for the last five weeks, they developed their (e)Portfolios. To collect data, self-concept of abilities scale and KAI (Kirton Adaption-Innovation Inventory) were used. The results of the study showed that all participants statistically enhanced their scores of both KAI and self-concept of abilities scale at the end of the study. While the increase in students’ level of creativeness was equal for both groups, the increase in scores of academic self-concept of ability scale for the students who built and shared their portfolios in electronic format was statistically higher than the increase for the students who built classic portfolios.