This article presents an overview of an ongoing initiative to develop, integrate, and evaluate multimedia lessons to enhance listening comprehension in Spanish language classes at the Catholic University of America (District of Columbia). Focusing on the process involved, the two phases of the project that have been completed are examined, including the rationale, selection of the Libra authoring system, the building of the authoring team, design and revision of the lessons, and their integration into the curriculum. Findings from the evaluation components are explored, with particular emphasis on evidence pointing to the need to understand better how learners actually interact with multimedia. Based on the lessons learned from this project, guidelines are suggested for those who may be interested in a similar undertaking. A student survey form is appended. Contains 21 references. (MSE)