In this article, the author describes her multimodal teaching practices in her "Adolescent Literacy Methods" course at a graduate university in the United States. By doing so, she highlights content teacher's understanding and use of various multimodal texts to effectively teach adolescents inside the classroom. In lieu of this, she raises question about how a multimodal teaching pedagogy actively engages pre- and inservice teachers in incorporating multiple kinds of texts and understandings inside their content classrooms. By examining a cross-curricular content focus, multimodality is viewed more broadly to consider how various semiotic modes invite new ways of thinking and interacting inside the classroom context. (Contains 4 tables.)