Assessing and evaluating music in an elementary school program is very difficult due to high numbers of students and limited contact time. The purpose of this study was to determine an effective process for using student portfolios in the music room and to develop assessment tools appropriate for inclusion. Twenty students from a multi-age (fourth, fifth, and sixth grades) class participated in a six-week mini-portfolio study which followed one curriculum unit. Students completed exit slips, listening logs, observation responses, video-recordings, self-assessments, and a survey. Some students were involved in student-led conferences, showcasing their musical learning with their parents. Students enthusiastically completed all tasks. Most impressive was their ability to articulate what they had learned in the conference forum. Findings suggested that the use of portfolios is beneficial for the assessment of music learning.