Drawn from a larger study on implementing visual-based literacy strategies across the curriculum, this article focuses on the ways multilingual students leveraged multimodal resources to express their perceptions and reflections on their innovative classroom learning experiences. Informed by a critical multiliteracies perspective, we analyzed a data set of 22 drawings, created as exit tickets, to find out how students illustrate their response to the curriculum. Our 4th to 6th grade students, identified as English Language Learners through district evaluations, leveraged multimodal techniques to reflect on their content learning and insert themselves into the classroom learning process as successful and accomplished community members, sometimes challenging the deficit labels assigned to them with their status as English Learners.