The present study is a preliminary effort to see the impacts of introducing portfolios as a part of formal evaluation of the teaching practice at Institute of Education and Research (IER), University of the Punjab, Pakistan. The component of teaching practice in IER, is evaluated and the only tool of assessment used for this evaluation is classroom observations. The use of portfolio was introduced during teaching practice of Master of Science Education program an effort was made through collecting quantitative and qualitative data to see the impact of portfolio development on student teachers learning about teaching. The study showed that portfolio assessment can minimize the disturbance caused due to observation of students teaching, moreover developing portfolios during teaching practice is enhanced student teachers’ interest in teaching practice and they could value this important component of teacher preparation more. This was also an opportunity for them to reflect on their students teaching.