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Reframing composition to welcome and experiment with multimodally has been extremely rewarding as a GTA, regardless of the struggles I have faced. Chen’s (2021) national survey points to the satisfaction in seeing students succeed in multimodal composition. I love getting to see students realize that the writing they are familiar with on their phones and social media is writing, and composing multimodally absolutely has a place in academic and professional discourse, despite the attitudes their previous teachers may have had towards it. As described in my experience as a GTA, we should not overlook the ways that logistical challenges while being a graduate student can impact the development of teaching multimodal writing in the FYC classroom.