Suhor ("Journal of Curriculum Studies" 16, 247-257, 1984) defines "transmediation" as the "translation of content from one sign system to another" (p. 250). Research has shown that encouraging learners to transmediate meanings across modes provides them with opportunities to represent meanings in multiple ways. In fact, Fueyo ("Counterpoints" 176, 21-34, 2002) stated that thinking and expressing oneself through a range of sign systems is a basic educational right in a democratic society. The current study continues the research on transmediation by investigating how a class of Taiwanese English-as-a-foreign-language (EFL) adolescent students translated the textual content of Roald Dahl's (1988) classic novel "Matilda" into non-textual modes (e.g., drawings and drama skits). The participants engaged in a two-stage transmediational process by first drawing an individual illustration to accompany a passage taken from the novel and then working in groups to represent their favorite chapters in a multimodal manner. Results indicated various degrees of transferring and transforming the original textual content. It was also found that allowing students to choose the content to focus on for their final transmediational projects did not motivate students to transform their knowledge of the novel to a greater degree, as most of them were more concerned with accurately presenting the textual content. This article concludes with teaching suggestions and research directions to encourage practitioners and researchers to look further into the uses of transmediational practices in literacy instruction and research.