The main purpose of this present study is to explore ways to make team portfolio. It is hoped that team portfolio can be shown to be a useful alternative to personal portfolio, in terms of teachers' professional development. The data collection methods used in the present study included document analysis and interview. Four team portfolios were analyzed and eight teammates were interviewed. The content, motivation, process, character of members, function, and conditions of team portfolio making were then described. Finally, suggestions were made for teacher application, school implementation, and future research.