This paper presents and discusses the results of a project in which seven teams of elementary school students were involved in designing and implementing interactive multimedia resources in science for younger children. During a period of 3 months, students in grades 5 and 6 were divided into teams and met regularly to program the multimedia applications. Findings indicated that students improved significantly in their science understanding and programming skills. The benefits and problems of integrating science content with multimedia design are discussed, as well as reasons why the quality of dynamic and interactive components in students' multimedia productions proved to be a better indicator of students' learning than the quantity of multimedia produced. Insights gained from these analyses will contribute to the design of multimedia tools and environments in which young designers create software for their own learning. (AEF)