This study follows teacher candidates through their first year of teaching, tracking their understandings and implementations of multiliteracies pedagogy. The purpose of the study is to ask whether first year teachers implement what they are taught, or rely on previous or modeled experience when they enter the teaching profession. Our main research question explores if and why multimodal literacies are implemented in early teaching practice. New teachers were invited to participate by email, and their response provided consent. Upon responding, participants were supplied with a questionnaire. Using a lens of multiliteracies and multimodality, responses were analyzed using a Modified Constant Comparative Method. Indications in the data reveal difficulties and opportunities when applying multiliteracies pedagogy. The findings enhance limited research in this area. Perceived benefits for education are to inform pedagogy, create more equitable teaching and learning environments, and promote professional reflective practices. These enhance learning within a multiliteracies framework.