In this article, I discuss my multimodal dissertation to examine how four young adults remember a youth poetry slam as a site of healing, growth, and spirituality. I argue for critical spiritual literacies (Johnson, 2022) as an embodied, multimodal set of antiracist teaching practices that center the human spirit in literacy education. Data in this study include audio recordings of original poetry performances, semi-structured interviews, and focus groups. Audio samples combined with musical elements were remixed into Hip Hop-inspired praisesongs (Dillard, 2011) to document the spiritual experiences of participants. These co-produced songs are excerpted and discussed as research texts that reflect spiritual meaning-making processes. Findings reveal that knowledge of self, communal healing, service to others, and transcendence are critical characteristics of spiritual literacies. Lastly, I discuss implications for centering spirituality through Hip Hop and spoken word pedagogy in the secondary English Language Arts classroom.