In this chapter, I draw attention to the complexity of working with linguistically and culturally diverse students and their communities, by presenting a multiliteracies project undertaken within a remote Indigenous community. First, I discuss how Australian Curriculum documents frame student diversity, and how the components of multiliteracies pedagogy can help teachers take advantage of, rather than ignore, this diversity. The next section provides outlines of eight activities taken from the project, showing how teachers can help students develop an explicit grammar-or metalanguage-for describing written and visual texts. I conclude by emphasising the importance of adapting pedagogy to suit students' needs, and of working with the talents of students and the community.