This article discusses a study of three Australian middle-years teachers who deployed Learning by Design principles and practice to support multiliteracies learning through students' production of digital/multimodal texts. The aim of the research was to develop an understanding of how three teachers embraced new e-learning pedagogical designs for teaching and learning about multiliteracies, and to what extent Learning by Design facilitated both the teachers' and students' learning. This qualitative research involved the collection and analysis of the three teachers' curriculum-planning artefacts before and after professional development on Learning by Design, interviews, audio and video recordings, classroom observations and student digital/multimodal products. This article examines Learning by Design as an e-learning pedagogical framework and the dimensions of professional practice that contribute to quality student production of digital/multimedia texts. The study demonstrates the existence of five conditions that are necessary for the Learning by Design pedagogical framework to be effective as a heuristic to enhance digital/multimodal literacy outcomes. (Contains 1 figure and 2 tables.)