In two projects described in this article, the authors discuss the use of Photovoice and Elder Interviews to draw upon visual and spoken forms of community-based literacy, generate ideas for written projects, promote a connection to community and culture, and engage students in critical analysis of writing process. Both projects took place in communities on and bordering an Indian reservation in the Intermountain West. Over the course of several years, Native and non-Native students in traditional, alternative, and virtual high school settings have participated in these forms of place-based literacy learning as part of English language arts coursework and community-based research projects in the community.(Contains 2 figures and 5 notes.)