This dissertation presents a case study that identifies, describes, and reports student experiences with language learning in a multimedia Spanish class for Upward Bound students at Marshall University, as well as the meaning students give to such experiences. The study involved 20, 10th-12th grade students from five different high schools in three different counties in southern West Virginia. Students in the six-week summer program chose to take Spanish as one of their elective classes and agreed to participate in the study. The multimedia class consisted of nine learning modules in elementary Spanish designed, hosted, and delivered using Marshall University’s WebCT-Vista. The class presented the students with a package of materials that included combinations of texts, graphics, still images, animation, video, and audio as they used the newly learned material to actively communicate in a meaningful way with each other, the researcher, and more importantly, other individuals online that could be anywhere in the world. Findings of this study indicated the experiences of the students in the multimedia language learning environment were not limited to experiences interacting with a computer alone. In addition, the curriculum, the interaction among students, the technology implemented, and the theoretical base (constructivism, learning with media, and the communicative approach to language learning) behind these experiences were important components of the learning environment and the meanings derived from it. Students’ experiences and meaning seem to indicating that in many cases, multimedia instruction enhances language learning and that low domain knowledge and/or motivation can be improved with usage of a multimedia environment. According to the students’ responses, there is evidence that suggests a match between multimedia and improved learning in the field of foreign language instruction. Students described their experiences with the class as dynamic, independent, self-paced, relaxed, exciting, and hands-on. Most students described their learning experiences as unexpectedly good, challenging, fun, meaningful, and very well worth the time and effort. The findings of this study yielded several recommendations for the Upward Bound Program, the field of multimedia language learning, and recommendations for future research. The recommendations include implementing a curriculum that combines discussions, collaboration, hands-on activities, communicative initiatives, higher level of thinking, and independence with a multimedia format that provides a multi-sensory approach and delivery. The study also recommends that schools that lag behind in technology, especially those serving minorities and the poor, follow the lead of schools that have moved rapidly to a fairly ever-present use of technology. It also recommends that more research should be completed using this format in other subjects, grade levels, and populations providing a better understanding of the use of multimedia in education.