This study examines the literacy practices of pre-service English teachers engaged in multimodal and digital composing in a writing methods course designed to support both print-based and digital and/or multimodal composition practices. By examining the struggles and resistances of pre-service English teachers as they adapted print-based writing processes to multimodal or digital compositions, the researchers hope to identify strategies, practices, and approaches that will help pre-service teachers develop new writing pedagogies. (Contains 1 table and 5 resources.)