This article explores the possibilities (and complexities) of multimodal meaning-making in the digital dimension, which allows students to compose with a variety of different modes, such as images, sound, music, and writing. This lets them think deeply about the ways in which meaning is constructed, conveyed, and eventually interpreted by an audience. Examples are used from the Neighborhood Stories Project, where a group of fifth-grade students were part of an extended summer workshop on literacy and multimodal composition and used digital media to create unexpected stories about their communities.