In this article, the authors examine how social media memes can manipulate and polarize audiences and provide teaching approaches for student learning, understanding, and action. The authors describe the four-step instructional approach they use to guide preservice English language arts (ELA) teachers and their secondary students in recognizing and responding to disinformation through a rhetorical understanding of multimodal texts (Gee; Kalantzis and Cope). This approach has proven useful for these teacher candidates, who work in urban, suburban, and rural school districts in the greater Atlanta area.