Students find multimodal composing highly engaging. Even with students' investment in designing multimodal texts, the teaching process is complex. The purpose for writing, audience, and genre must be considered in relation to the modes, digital authoring and presentation tools, and technology devices that are available to the composer. This column explores multimodal composition teaching in the context of a fourth-grade social studies classroom and offers suggestions for making this kind of teaching feasible, engaging, and productive.