The purpose of this study is to look into the effects of presenting learning portfolios on college students’ academic achievement and academic efficacy. For this study, twelve college students were chosen as the participants and asked to make learning portfolios and to present every other week for one semester. The data collected consisted of pre-and post-TOEIC test results, and academic efficacy questionnaires. The following results have been obtained in this study. First, there was academical improvement in students’ listening and reading comprehension ability after presenting learning portfolios. Second, there were positive changes in academic efficacy as shown in questionnaire responses. In particular, presenting learning portfolios contributed to raising the students’ task difficulty preference, self-regulatory efficacy, and self-confidence toward academic achievement. Further studies are needed to investigate the effect of presenting learning portfolios on larger numbers of participants and over longer periods.