This study addresses faculty perceptions of multimodality and multimodal assignments across the majority of community colleges in Tennessee and Virginia. Our sample size was 117 English instructors/professors; of those, eight participants were interviewed. We found that the definition itself causes confusion, though 70 percent of respondents do implement at least one multimodal assignment in both Composition I and II. Also, we found great variation in the value that instructors place on multimodality, indicating a significant need for more shared resources, examples, and professional development training for English community college faculty.