We explore the concept of remixing existing literacy programs instead of replacing them in light of calls for changes emerging from local, national, and international conversations about literacy research and practice. We explain the evolution of a long-standing community and school literacy program in which pre-service teachers conduct interactive read-alouds with local children. Changes to the program were informed by insights from recent frameworks for culturally responsive and sustaining education and state guidance on the implementation of research about literacy in classrooms. We provide examples of pre-service teachers' plans for read-aloud sessions from before and after our remix to show the impact of careful adaptation of an existing program in light of new frameworks. We include guidance to implement our remixed program and suggestions for readers to thoughtfully remix their own existing literacy programs in response to changing contexts.