To provide insight into the issue of multimodal literacy instruction, the authors explore presentation techniques and instructional activities employed in their secondary language arts classes. They collaborate on assignments that focus students on "anchored media instruction" and engage them in producing multimodal, technology-infused projects, including public service announcements, fictitious holidays, and music hall-of-fame inductions. They have adopted multimodal literacy practices in their classrooms primarily for two reasons. First, multimodality is now deeply ingrained in how society communicates. Thus, it may be possible to draw on students' out-of-school literacies to help them perform better in their classrooms. Second, they recognize that not all students are proficient in multimodality; thus, they need training as well as access to technology to become competitive in the workforce on graduation from high school. Since the purpose of this article is the application of technology rather than creation of presentations, the authors highlight discussion of the technical aspects of multimedia production. (Contains 1 note.)