Today's teacher education programs (TEPs) are tasked with teaching essential English language arts (ELA) methods while also including the digital tools that shape reading and writing instruction in K-12 classrooms. To stay atop the swiftly moving digital pendulum, TEPs look to popular digital platforms, such as social media apps, as powerful ELA learning tools for preservice teachers (PSTs). Platforms such as TikTok significantly impact cultural trends and provide avenues for students to engage, manipulate, and construct meaning. This places PSTs in a distinctive position where their digital lives can be situated as critical learning sites and transferred to classroom environments. This study delved into the intricacies of one specific digital platform, #BookTok, the TikTok reading subcommunity, to explore how PSTs navigate and confront the multifaceted design and multimodal composition considerations to create a #BookTok video. The inquiry shed light on the challenges, issues, and tensions associated with using these digital spaces for ELA instruction within TEPs. Findings suggest that PSTs drew upon previous applications as TikTok consumers as they transitioned into producers to create a #BookTok video. PSTs took on distinctive roles as prosumers, using their viewing patterns as mentor texts informing how they might remix for their video construction.