Considering the digital landscape of the 21st century classroom, it is paramount that teacher education programs prepare preservice teachers to incorporate technology into their classrooms to engage in communicative and collaborative acts as readers and writers. This collective case study was conducted to explore what happened when nine preservice teachers, in a literacy methods course at a small liberal arts university, blogged with the fifth graders about a commonly read text. Over a period of 11 weeks, various types of qualitative data including pre-and post-interviews, blog exchanges, and reflective papers completed by the preservice teachers were collected and analyzed. Data analysis procedures included a holistic in-depth exploration of the recurring themes and patterns in the data. The findings revealed that the preservice teachers designed and implemented differentiated instruction as they gained practice engaging the students in real world 21st century reading and writing activities. Additionally, the preservice teachers developed as active readers and writers, which allowed them to foster deeper thinking and metacognition with their elementary pen pals. These findings have important implications for the ways teacher preparation programs consider enriching and meaningful experiences for preservice teachers.