Reflection is a crucial element in service-learning and having English as a second language (ESL) students create multimodal reflections on their service-learning experience helps them develop multiliteracies and results in learning that is authentic and meaningful as students engage in social discourse while they develop their academic language and digital skills. Research indicates that integrating multimodal projects in ESL courses has the capacity to promote collaboration and learner autonomy, and improve motivation, self-confidence, and language skills. That said, the purpose for integrating multimodality should be clear, and explicit teaching, scaffolding, monitoring, and feedback are necessary for success. In addition, there are challenges to address. In this article, procedures for creating multimodal reflections using Adobe Spark are explained with reference to learners in an Intensive English Program (IEP) service-learning context, and suggestions are shared on how teachers of all levels can adopt and modify the project for different contexts. Challenges are discussed and assessment tools are presented.