Student multimodal writing has gained attention in the teaching and learning of mathematics with the anticipation that these assignments will benefit student engagement and learning in a variety of ways. This study investigates students' perceptions of learning in a post-secondary calculus course, which contained four multimodal writing assignments. A course designed with multimodal writing is described along with student-generated products and feedback. Study results suggest that multimodal writing may assist students with understanding the complexities of calculus content and increase collaboration and engagement. [For the complete proceedings, see ED658295.]