When students do not graduate or not on time, it not only affects them but society as a whole. The lack of self-regulated learning (SRL) skills in many at-risk students lead them to drop out of school without obtaining a diploma. The inclusion of SRL strategies has been shown to affect academic improvement in some students. ePortfolios as a pedagogical model have been shown to improve student engagement and reflection, learning outcomes, and integration of knowledge. The purpose of this study was to determine if using ePortfolios as an intervention would help students at-risk of dropping out improve their SRL skill levels. The theoretical framework for this study was guided by SRL theory and motivational processes as they related to ePortfolio usage. The quasi-experimental quantitative study using a factorial design was conducted at a Midwestern high school, using volunteers from the ninth-grade class (n = 36). Statistical data analysis consisting of two-way repeated measures ANOVAs was performed to determine if significant differences in SRL skill levels occurred from using ePortfolios with and without emphasis on SRL skills. The results did not reveal any statistically significant differences in ten pre-post-LASSI-HS scales with the exception of the concentration scale where a significant interaction presented between the effects of student status and ePortfolio type, F (1, 32) = 5.44, p = .026 (raw score), F (1, 32) = 9.44, p = .004 (percentile). However, further analysis showed no main effects on the SRL skill of concentration, F (1, 32) = .151, p = .700 (raw), F (1, 32) = .165, p = .687 (percentile). As a result of these findings, the use of ePortfolios to help all students, regardless of at-risk status, to improve the SRL skill of concentration is recommended for practice for either school-wide implementation or in conjunction with MTSS as an intervention strategy for targeted students. Recommended studies for the future included a longitudinal study to follow participants from this study through their senior year, replication of the current study for a longer duration and larger sample, and a quantitative comparative study with a control group not using ePortfolios.