With conceptions of literacy growing beyond the traditional print medium, new understandings of multiliteracy practices and pedagogies are needed to better inform the preparation of secondary English teachers. This article presents the findings of a study examining five first year teachers' understandings of and experiences with multiliteracies. Using a narrative inquiry approach, each teacher's experiences are presented in depth including successes and struggles with integrating multiliteracies into the classroom. The article then concludes with how the teachers' understandings and experiences can better inform English teacher education.