This paper reports on an experimental multimedia project in a preservice teacher education course at the University of Guam. The multimedia project was aligned with the critical pedagogy in cultivating transformative intellectuals. Participants of the project investigated critical issues in their communities and presented their projects by using a multimedia tool. By doing this project, students developed their awareness of critical issues in their communities and the role educators could play in changing the situation. It was found that technology sustained students' motivation and interest, enhanced the challenge of the project, and unleashed students' creativity. The paper argues that technology can be a powerful tool in support of the pursuit of transformative pedagogy. (Author/AEF)