Drawing on multiliteracies, the author examines how a multiliteracies curriculum in a 3rdyear Korean heritage language (HL) class at a southeastern U.S. university contributed to the development of a student’s HL literacy skills. Print-based and multimodal responses (i.e., a digital animation movie) to the readings of students’ choices and language logs were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice). The qualitative data analysis suggests that a multiliteracies curriculum helped an HL learner develop motivation to read in Korean, adopt an agentive take on Korean language learning, and form an emerging literate identity as a legitimate reader and writer in the HL. The author discusses important implications for reading/literacy educators in various contexts.