This case study describes the dynamics of a literacy curriculum that was collaboratively designed at a community language school. The curriculum teaches participants how to get a driver's license in Massachusetts, focusing on the English language literacies necessary for passing the written and road tests. This case study describes the curriculum's context, framework, and goals, and then details how the curriculum was designed and experienced by its students and teachers. Participants' insights show that literacies as seemingly incidental as those required for driving can be deeply meaningful, requiring attention to how literacy is experienced by bodies, in motion.