Multimodality is recognized as a useful pedagogical tool, but it is often difficult to apply in real-life curricula. Further, expectations on educators and various campus units are increasingly complex and require nimble and innovative partnerships. In this article, Christina, a first-year composition instructor, and Lucie, the university's writing center (WC) director, share their different but parallel paths to "going multimodal" for the first time. They show how they joined forces to determine how best to teach and respond to students' diverse multimodal projects. First, Christina explains how she taught herself and her students about multimodal rhetoric and genres with the help of two dedicated WC tutors. She also outlines how she created a rubric to respond to students' projects throughout their composing processes. Then Lucie shares her initial hesitancy about going multimodal and how she ultimately prepared her tutors to respond to the projects that Christina's students presented. The article concludes with Christina and Lucie discussing the exciting synergy they experienced while working together and with the tutors and the challenges they faced. For composition instructors, tutors, and WC directors interested in adopting multimodal assignments, this article provides ideas and suggestions for teaching, giving feedback, and mentoring.