This article describes how faculty provided opportunities for urban high school students to develop literacy proficiencies in reading, writing, and technology. The 12 students participating in an on-campus summer program completed four projects using technology. The faculty collected and reviewed a variety of sources to gain insights into the learning experiences provided to students and the students' literacy practices during the program. Students' experiences with technology increased their knowledge, literacy proficiencies, and provided multiple opportunities to communicate with diverse audiences. (Contains 1 table and 2 figures.)