Acknowledging student perceptions of academic learning has been shown to increase the effectiveness of classroom instruction. However, existing research on multilingual learners (MLs) often focuses on their pedagogical and linguistic needs, overlooking their perceptions of literacy learning. This research, part of a large-scale, design-based research (DBR) project, explores MLs' perceptions of literacy learning to increase the capacity of instruction through professional development to classroom teachers in a high-needs school district. Using grounded theory coding, we analyzed MLs' responses from a self-efficacy survey to gain insight into their perceptions of literacy learning. Those findings were used to inform DBR modifications, including creating a writing module, a JEDI (Justice, Equity, Diversity, and Inclusion) Escape Room, and a course for ML caregivers. By centering the voices of MLs, this study provides actionable implications for teachers and researchers, contributing to a deeper understanding of literacy education. Our findings emphasize the importance of considering student perceptions in curriculum and instructional design to meet the needs of diverse learners.