One of today’s equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Watkins (2012) challenges educators when he states, “Tools literacy is foundational; design literacy is tranformational” (p. 9). In this chapter, implementation models for seven different types of media projects that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds are provided (Gold et al., 2015; Rooney-Varga et al., 2014). Results from the evaluations show that students’ experiences while participating in