DescriptionThe purpose of this case study was to examine how the use of multimedia digital literacies in the classroom compares with the use of traditional writing in addressing certain reading and writing skills outlined in the Core Curriculum Standards for English Language Arts. A secondary goal was to examine how the students themselves conceptualized the use of multimedia and its’ effectiveness in education. As a teacher-researcher, I completed a qualitative case study within the contemporary bounded system of my 8th grade language arts class while students completed a project called the Bound Project. In order to determine the effectiveness of using multimedia for the nine students who took part in the study, I examined student pre-assessments, reviewed individual surveys, spent time going through projects with individual students, and conducted focus groups. The data was coded using different coding structures: Six Core Curriculum Standards, Theoretical Frameworks/Learning Preferences, Classroom Achievement. After coding and analysis, the data resulted in two major findings. The first is that the use of multimedia digital literacies resulted in all nine students increasing their master of the Core Curriculum Standards and also their success in non-standards-based classroom achievement areas. Secondly, the students themselves were able to pinpoint eight factors that influenced their overall improvement, all of which were related to the use of multimedia digital literacies. These factors included Choice, Interest/Engagement, Technology Interest, Creativity, Ease, Connectibility/Familiarity, Stress Relief, Learning Better. These factors and the significant improvement in student achievement provide reliable, though not generalizable, data to help educators make decisions concerning the use of multimedia digital literacies in classroom instruction and assessment.