The purpose of this article is to describe and report on how a group of teacher candidates used technology to create multicultural texts which integrated literacy and social studies. To meet this purpose, the authors briefly describe the objectives of the assignment, examine 41 teacher candidates' perceptions of the assignment, and discuss media authorship technologies that educators can use for the creation of multicultural digital texts. The Multicultural Children's Literature Text assignment is an example of technology-enhanced, project-based learning. While this assignment can be modified for the K-12 classroom, it was designed for teacher candidates preparing to become elementary and middle school teachers. The authors used a mixed-methods research design to investigate the 41 teacher candidates' perceptions of the process of creating and publishing their Multicultural Children's Literature texts. The authors collected quantitative data with a Likert-scale survey. The survey was designed as a 19-item pre- and post-questionnaire that included questions about media authorship, integration, and multiculturalism. Qualitative data were comprised of teacher candidates' open-ended responses on the questionnaires as well as artifact analysis of their actual children's literature texts. Descriptive statistics were utilized to analyze the Likert-scale survey questionnaire. Three themes emerged from this study: (1) Teacher candidates developed greater confidence about including multicultural texts in their future classrooms; (2) Teacher candidates developed greater aptitude and skills for creating multicultural texts with the aid of technology; and (3) The assignment equipped teacher candidates with a greater awareness of the creation and inclusion of multicultural texts in their future teaching practice. As the findings show, the Multicultural Children's Literature Text assignment made a significant impact on the teacher candidates who participated in this study. Not only did the candidates become more skillful with using technology for media authorship, but they also become more committed to utilizing multicultural and diverse texts in their future classrooms.