A successful learning model was adopted in a middle years' school in regional Australia, where Aboriginal artists are employed to work with students in a mentoring capacity creating original artworks and imparting knowledge of cultural heritage, symbols and techniques. ePortfolio thinking through reflective narratives was added to the art making/learning process assisting students to establish a sense of possible self, both cultural and future thinking. Described here is school-based applied research where the learning model emerged as researchers collected qualitative data to measure the impact of webpages (the ePortfolio) to the art making. Data include interviews with key stakeholders, classroom observations, student art works/stories, and webpages accompanying the culminating exhibition. Results showed that student engagement improved and cultural awareness was raised. Implications for pedagogy and practice include transferring the model to music, dance, media arts.