In the authors' experience as teacher educators, many preservice teachers view literacy as a print-bound process. With multimodal literacy becoming more important as many states push for 21st-century learning standards, the authors are always looking for ways to help students break their concepts of literacy away from the printed page. As they worked to incorporate new literacies into their literacy methods courses, however, they realized that they lacked accessible resources for preservice teachers. Too many of the new literacies articles emphasize theory over classroom application. This gap between theory and application led the authors to consider how to break down many new literacies concepts into manageable bits as they sought to introduce them to their students. This article is the result of those efforts to explain, familiarize, and apply multimodal concepts with preservice teachers. In this article, the authors provide an overview of key multimodal concepts they have introduced to their students, and then they describe two assignments they have designed to encourage preservice teachers to push against the print-based text definition so prevalent in language arts.