This case study involved the incorporation of prototype multimedia instructional materials into a fifth-grade classroom in a public elementary school for a period of 6 weeks. The research was conducted in the Hillcrest School in a suburb of New York City. Shortly after their introduction into the classroom, microcomputers, interactive video technology, and computer-assisted instructional programs became part of the classroom culture and were being used by students for game-playing, research, and the creation of individual and collaborative presentations and interactive multimedia "reports." In this mode, students used computer software tools to select, construct, and revise ideas with moving and still images, text, and sounds, creating products that included visually annotated reports and narrated presentations. This report describes the highlights of children's work as multimedia "authors" and details the conditions that surrounded and supported their work. It is concluded that the introduction of multimedia educational technologies into supportive schools and classrooms is not only highly successful, but also becomes a vehicle for small group instruction and the creation of original products that further students' research and participation in learning. Eight notes and a list of 87 related articles conclude the report. (Author/DB)