While science students are often aware of their gain in scientific knowledge through their degree, the same cannot be said for their understanding of their development of generic skills. Often, such development is tacit, both for the students and the staff teaching them. ePortfolios have been used to address the important issue of professional skills building and career preparedness for undergraduate science students in several courses across two degree programs. This report focuses on a third year Pathology course, PATH3205 Molecular Basis of Inflammation and Infection, taken by students who typically focus on pathology at the University of New South Wales (Sydney, Australia). The overall teaching, learning and assessment strategy requires the students to engage in the use of an ePortfolio as part of their reflective learning process in developing life-long and life-wide skills in research thinking and writing which underpin research-intensive activities. The Mahara ePortfolio application was made available via Moodle and linked explicitly to a series of assessment tasks associated with current research activities in pathology. The study documented the responses of students to the use of ePortfolios and related learning activities, through both the recording of acquired skills and emerging understanding of the student perceptions of themselves as professionals from a generic skills perspective. These skills are ultimately transferable into professional scientific careers.