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There has been a remarkable shift from paper-based portfolios to e-portfolios. E-portfolios enable pre-service teachers to compile and formulate digital presentations that can be updated over time. Therefore, this study explores the adoption of e-portfolios to enhance self-directed learning among pre-service teachers. This study is located within the interpretive paradigm, and an exploratory case study was adopted as its research design. Social Cognitive theory serves as its theoretical lens. A sample of fourteen third-year business studies pre-service teachers from an open distance education institution in South Africa was selected. An online open-ended questionnaire was sent electronically to the sampled pre-service teachers. Thematic analysis was used to analysed data. The study found that e-portfolios encourage pre-service teachers to be self-motivated, manage time, and complete the learning activities independently. The recommendation from the study is that teacher educators should increase their use of e-portfolios to assess pre-service teachers during teaching practice.