How do underrepresented populations, with little exposure to global media discourse, begin not only to develop a critical stance toward dominant messages in the media, but also to assert their own voices and perspectives in unfamiliar formats? How can a school with a mission to develop leadership skills for members of indigenous populations empower students to honor and preserve valued traditions, languages, and practices while adapting to the challenges of thriving in an increasingly media-saturated society? Perhaps through media literacy programs like the one that these authors have offered for the past 3 years at the Centro Rural de Educacion Superior (CRES) in Estipac, Mexico. In this article, they describe the goals, processes, and outcomes of their animation and technology workshops at CRES, and offer insights into the teamwork that is integral to this ongoing project.