In 1996, the New London Group presented their manifesto, Pedagogy of Multiliteracies: Designing Social Futures, advocating change in literacy teaching for the 21st century. The authors claimed that if students are to be equipped with skills necessary to meet the challenging and diverse demands of different forms of communication brought about by the introduction of new technologies, then a broader definition of literacy was required. As debate on information and communication technology (ICT) integration and literacy definition intensifies, a more hotly contested topic engaging early childhood teachers is how they will accommodate these changes. How will early childhood education (ECE) facilitate young children’s use of ICT to support Multiliteracies learning? What will new literacies look like in their teaching programs? How will young students use ICT to learn in different ways? This study investigated how, a decade after the published manifesto, six West Australian teachers integrated ICT in ECE to support Multiliteracies learning. Six case studies, constructed over a nine-month period and employing ethnographic methodology with postmodern perspective, illustrated how different ECE curricular, pedagogical and classroom designs impact on the quality of students’ learning. A cross case analysis of five themes common to all cases: definition, resources, support, pedagogy and program, provided insight to the challenges of integrating ICT and Multiliteracies learning in ECE. Principles of Action facilitating integration processes were established. Research findings confirmed that students’ ICT and Multiliteracies experiences were intrinsically entwined with teacher pedagogy and school culture.