Recent initiatives in WAC/WID and CxC/CAC programs have emphasized the need to support multimodal composing in writing studies and in other academic disciplines. This ethnographic case study examines the academic multimodal composing practices of undergraduate students in the visually-based discipline of architecture. The results of this study reveal how multimodal rhetorics operate in the context of studio culture in ways that are strikingly different from some commonly used multimodal composing strategies in writing studies. Comparing the findings of this study with interdisciplinary research on multimodal literacy, this article demonstrates how discipline-specific values shape the ways that verbal and non-verbal modes are combined to make persuasive multimodal arguments for expert and non-expert audiences.