This article presents student experiences within an 11th- and 12th-grade language arts course as a lens to examine how language arts teachers might embed multimodality, an awareness of student learning through not only print and verbal language activities but also visual, kinesthetic, aural, and spatial activities, in their courses as a means of developing stronger critical thinking. Examining these students' responses to the course highlights a need to rethink a tacit hierarchy within language arts classrooms that places print as most important and instead posit print texts as part of a wider range of communication options. (Contains 1 table.)