Calls for multimodal communication, information, and technology literacy have come from the National Council of Teachers of English (Comprehensive Literacy, 2013), the National Communication Association (High School Communication Education, 2012) and the Association of American Colleges and Universities (Ehrmann, 2004). In response, several institutions including Rice University, California State University Chanel Islands, and Eastern Kentucky University have designed multiliteracy centers that are capable of assisting students with the linguistic, textual, visual, oral, aural, audio, spatial, and gestural modes of communication. The multiliteracy studio model shifts the focus from product to process-based pedagogy with intentionally designed spaces that encourage creativity, collaboration, and exploration. In studios, consultants are figured as "co-inventors" (Lee, Alfano, & Carpenter 2013, p. 55) offering guidance and feedback to students throughout their projects rather than as "experts" giving advice. This case study, researched and co-written by a multiliteracy studio director, Danielle Cordaro and a former undergraduate consultant, Gabriella Pishotti, describes the research and development of a multiliteracy communication studio on the campus of a small, private Midwestern university, the University of Mount Union. It includes a description of needs assessment research: specifically, to know what stakeholders and constituents thought about working in a studio environment and how they might use the studio's proposed spaces, including an open collaborative zone; enclosed rooms to practice public speaking and receive feedback on writing; and a multimedia production lab. It was found that while faculty and administrator stakeholders understood and supported the proposed design and mission of the studio, students expressed doubts about the introduction of a multimedia production lab.