The purpose of this study was to better understand multimodal usage in teacher professional learning. Thus, this qualitative phenomenology study was created and executed to better understand how leaders of teacher professional learning understand and implement modes in courses designed for teacher scholarship. Focusing on leader influences, curricular designs, learning ecologies, systemic functional linguistics, and teachers as students, modalities support learning by providing individuality through universal design. Thematic analysis illuminated four main themes and 10 subthemes were identified. The findings are of interest to a wide range of educators-teachers, professional learning leaders, principals, students, and policy makers. My paper discusses the findings as they relate to multimodalities, agency, and equity, while providing avenues for future research. Finally, multimodalities are forming new grammars that are open to many learners to understand, implement, and remix for themselves, society, and future educators and students. [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.]