Abstract Drawing from new and foundational scholarship in the field and from our experiences as teachers at a range of institutions, the authors consider how multimodal learning can support antiracist classrooms. This article emphasizes the value of cross-institutional collaboration, as the authors make a collective case for remixing the essay in first-year composition. This term denotes a method for building on the traditional college essay through activities and assignments that allow students to reevaluate and repurpose this well-established genre. The authors offer four case studies for remixing the essay—“Multimodal Translation: Playing with Post-Its” (Borough of Manhattan Community College /City University of New York), “Remixing Activism: The Essay as Personal and Political Playlist” (St. Francis College), “NYC Graffiti Autoethnography” (Fordham University), and “‘Vernacularity and Translation Activity” (Yale University). All four narratives present practices that support critical agency and linguistic justice by addressing the conventions of college writing assignments. Together, the authors offer a useful practice for composition instructors seeking to implement antiracist and multimodal instruction as well as a generative concept for administrators developing new writing curricula.