This study explored students’ perspectives on the use of portfolio projects in the Intensive TOEFL course at the University of Muhammadiyah Aceh, aiming to understand their perspectives, the benefits gained, and the challenges faced. Using a qualitative case study design, data were collected through semi-structured interviews with seven students who had completed the portfolio project, and the analysis was conducted using Braun and Clarke’s (2006) thematic analysis framework. The findings showed that students generally viewed the portfolio as a flexible and meaningful tool that helped them monitor progress, improve writing and speaking abilities, enhance self-confidence, and strengthen motivation toward language learning. Nevertheless, several challenges emerged, including time management difficulties, technical issues, and a lack of timely feedback from instructors. Overall, the results suggest that portfolio-based learning can effectively foster learner autonomy and language development, though its success depends on clear guidance, consistent teacher support, and constructive feedback, particularly in intensive TOEFL preparation contexts.