University-wide implementations of various technology teaching tools have been occurring for many years. Often staff are trained in using the tool and students are thus required to use it in various ways in their courses and for assessment purposes. This paper outlines the implementation of a university-wide ePortfolio platform, PebblePad, and investigates student attitudes one year after its introduction. Although students are still getting used to the platform, they are learning to accept the tool and are using it in various ways in their courses to support their learning. Results also show numerous ways students can get support to use the platform and the types of assistance provided. It is hoped students will accept PebblePad in the future, learn to be less critical and that deep learning can continue to be supported. In conclusion, PebblePad is a wide ranging ePortfolio system that can, when used well, support student learning in a large variety of ways.