The infiltration of technology into our daily lives, which often combines multiple modes of learning, has expanded how we make meaning in language and literacy education. Although teachers and learners interact with multimodal texts for various purposes, in multiliterate research, few explorations have been conducted to examine teachers' pedagogical use of multimodal resources within critical framing. This study investigated the ways in which ESOL teachers utilized multimodal resources in their lessons and how they used multimodal resources for transformative purposes. In a graduate TESOL education online methodology course, the researchers included a multimodally-oriented curriculum that had a potential for empowering identities through critical perspectives and transformed practice. An analysis of 43 teachers' lesson plans, teaching videos, and reflections showed that most teachers utilized multimodal resources to primarily present information, not to have ELLs critically engage in using multimodal texts. Only a few teachers were found to scaffold students for critical perspectives and encouraged students' linguistic and cultural identity development. The findings suggest that multimodality was utilized in a limited sense in our sample ESOL lessons, which has implications for teacher educators and multimodality research.