In this article Deidre Faughey shares an experimental classroom project that she developed with a diverse group of students in three ninth-grade English Language Arts (ELA) classes. Podcasts provide a unique opportunity for students to embrace experimentation and to take risks with their own voices, explore the school building and community, and become well- known by their teachers and peers. The process of creating the podcasts was one in which the out-of-school literacies of both teacher and students interacted in what Alison Skerrett and Randy Bomer conceptualize as a "borderzone"-- a curriculum-making process that is "hybrid, liminal, and improvised" (1258). She introduced podcasts as part of their culminating project for a unit on "Romeo and Juliet." This project involves the students in thinking about what they found most interesting about the play and creating a podcast to share their thinking. Two of the classes involved in the podcasting project were considered "blended." She co-taught one class with an English as a New Language (ENL) teacher, and the other was co-taught with a special education teacher. With this project, she aimed to promote critical thinking, speaking, and listening skills.