This longitudinal research study explores the pedagogy of multiliteracies in the first professional 4 years of teaching by recent education graduates in Ontario, Canada. Within this longitudinal study, the philosophical foundations of identity and worldview of practicing teachers are illuminated as being pertinent to how these teachers reflect upon, inform, and engage their pedagogical decisions. Data from this study reveals a story of change from teacher candidate to practicing teacher while progressing in multiliteracies pedagogy over time. Findings suggest that both experience and time to apply educational learning to professional practice are significant in the progress of beginning teachers in becoming confident and creative in their classrooms when applying new ways of teaching and learning within pedagogy.