The purpose of this mixed methods, multi-year study was to explore aspects of a virtual international literacies project, the Global Read Aloud, that promoted students' multiple literacies. Guided by theories of critical, digital, and global literacies, we analyzed survey (N = 436) and interview (N = 21) data from K-12 literacy educators. Data revealed that educators perceived GRA-related benefits of virtual collaboration for digital literacies learning, of reading quality multicultural literature, and of teaching critical literacies as foundational to global meaning making. The results of this study contribute teachers' voices to discussions on the importance of developing critical, digital, and global literacies in this interconnected world. Data suggest that using shared readings and virtual collaboration can foster a community of readers, locally and globally, that create possibilities for students to experience and use literacies as a part of participating in authentic global meaning making.