Students in Higher Education are increasingly called upon to develop the skills of lifelong learning and are encouraged to construct portfolios as a record of and to reflect on their learning. The Interactive Logbook (IL) project has developed software tools to support students in recording their learning electronically. As part of the ongoing evaluation of these tools we are investigating: tutor and student openness to Professional Development Planning (PDP); their expectations of support tools and the extent to which IL?s affordances meet these. In this paper we report on issues arising out of the initial expectations of tutors from focus groups and interviews: Issues emerging concern both the perceived utility of PDP and tutor? openness to electronic support.