The purpose of this study was to examine the impact of multimedia as a delivery tool for enhancing vocabulary in second-language classrooms. The mixed method design focused on specific techniques to help students acquire Spanish vocabulary and communication skills. The theoretical framework for this study consisted of second language theories including the acquisition-learning hypothesis, dual coding theory and, theory of multimedia learning. The vocabulary acquisition of students exposed to multimedia Spanish lessons was compared with the vocabulary acquisition of students not exposed to multimedia lessons. A sample comprised of 93 students enrolled in beginning levels of Spanish was divided into multimedia intervention and existing curriculum control groups who completed vocabulary tests, the Survey of Multimedia Uses and Perceptions (SMUP), and participated in focus groups. The research questions examined differences in attitude, motivation, and achievement between these groups. Analysis of the test and SMUP data using independent sample t-test, did not demonstrate statistically significant differences between groups for vocabulary test scores or for self-reported motivation or attitude toward the subject. Parallel qualitative data about the students’ attitudes and motivations regarding the two strategies used for vocabulary acquisition were obtained from 13 focus group participants. Transcribed data were sorted and coded for type of activity and preference, and coded data was then analyzed to describe type/preference matches. Student preferences for using multimedia for Spanish vocabulary acquisition were described from these qualitative data. The results of this study contribute to positive social change by informing practices that align to student preferences when integrating new technologies into second language instruction.