This teacher research study utilized a multiple case study approach to explore how 7th grade students in three concurrent ELA settings perceived teaching and learning in classroom environments with varying degree of new literacies implementation. Students were studied in a supplemental ELA class known as TEAM time and during their voluntary participation in a digital video club after school. Students' experiences in their traditional ELA class with limited work in new literacies was used as a point of comparison. The study also explored students' perception of how the multimodal work in a new literacies classroom met the demands of the New York State Common Core Standards and examined how student achievement was impacted as a result. Research in new literacies has found high levels of student engagement and motivation. However, very few studies have explored how multimodal literacy in new literacies pedagogy aligns with the New York State Common Core Standards or the impact it has on student achievement on standardized assessments and measures of student growth. Research questions for this study included (1) How do students describe their learning experiences with multimodal texts?; (2) How do students describe their learning experiences with traditional print literacy?; (3) In what ways, if any, does student work with new literacies align with grade level learning standards?; and, (4) In what ways, if any, do students' experiences with multimodal texts influence their traditional views of print literacy? As a multiple case study (i.e., Creswell, 2007; Efron & Ravid, 2013), data were collected over the second half of a school year for six months in an enrichment ELA period (known as TEAM time) and during a digital video club after school and were rich and varied. Data sources included: (1) Field notes from classroom observations during TEAM time spanning the duration of the second semester of the school year and Digital Video Club activities with subsequent reflective notes; (2) Student artifacts including planning products, final products, and student assessment data; (3) Audio recordings and transcripts of the 9 focal study participants' interviews; (4) Teacher artifacts including lesson plans, the Common Core Standards, and the New York State ELA modules; and (5) one student questionnaire. Through new literacies pedagogy in varying degrees in each of the three settings, students composed in multiple modes, met New York State learning standards, demonstrated reading level growth, and succeeded on the New York State English Language Arts Assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]