This longitudinal qualitative study explored the impact of personalized multimodal instruction in a university literacy methods course for pre-service teachers. Participants discussed their insights from culturally responsive novels in literature circles and created book trailers to introduce their strategic literacy lesson plans for avatars. They collaborated in an intentionally inviting environment while they prepared multimodal projects to personalize learning experiences for avatars and elementary students in grades three to five. When they described the highlights of their class sessions and field experiences, the results of this study aligned with the overarching goals, elements, and domains of Invitational Theory and Practice.