This article describes the results of an inquiry/multigenre project undertaken by students in a literacy foundations course. The project's initial pedagogical goal was to provide pre- and in-service teachers with multiple and engaging opportunities to read and write in areas of their interests. That goal expanded to encompass the critical literacy emphasis that spontaneously emerged through students' inquiry pursuits. Students produced multigenre texts that identified and explored biases and marginalizations. When the project was revised to include this critical literacy emphasis, students produced texts which used a range of genre, formal and informal, visual and print, to construct texts which challenge and address the social inequities they had identified. This article presents two of these inquiry/multigenre papers and analyzes them to explore how a combination of inquiry research and multigenre texts supports students' expanded knowledge of and skill with literacy and their production of powerful, creative texts. The results offer compelling evidence that this project allows teachers to make theoretical insights from work in genre and multiple literacies relevant to their lives and practice. The relevance of this project for the work of teacher educators, as well as specific ways to strengthen those implications are also discussed. Inquiry/Multigenre Project Guidelines are appended. (Contains 9 figures.)