Educators and researchers are finding that students are more motivated and engaged when using mobile devices such as an iPad. Yet research describing powerful and effective iPad-mediated teaching and learning and how it supports the development of multiliteracies is limited. This article reports on a qualitative study that was designed to capture powerful iPad-mediated teaching and learning naturalistically as observations were conducted in six middle grades classrooms across two public school districts during one academic school year. Illustrative classroom vignettes are provided to illuminate the dialogic intersection of iPad-mediated teaching and learning and multiliteracies in the middle grades.