In this article, we examine the use of transmediation as a means of reading comprehension across content areas in an elementary teacher education program. The use of transmediation (moving from one sign system to another), coupled with the use of social issue/critical issue texts, supports the idea of connecting with text to develop deeper understandings. A major focus of this study was the collaboration between two courses (reading methods and science methods) with the same group of elementary preservice teachers (interns). The collaboration spanned over six semesters, resulted in over 250 intern artifacts, and supported the use and success of transmediation as a reading experience. Analysis of the artifacts and subsequent findings reveal that given repeated opportunities to engage with critical texts and multiple opportunities to use alternative sign systems to make meaning (transmediation), interns were able to understand and connect to their texts in provocative and meaningful ways.