This article describes an innovative process in which teacher educators engaged in collaborative reflection and analysis of multimodal assessments. Through an organically designed method termed structured autoethnographic vignette analysis, six teacher educators across the United States investigated their use of multimodal assessments in their teacher preparation classes. In doing so, three key themes emerged: student resistance and skepticism, transfer to K-12 classrooms, and student problem solving. This reflective approach found that multimodality is no longer an add-on or an aside--it can and should function within the curriculum itself.