The purpose of this study was to develop a valid and reliable instrument to measure students' attitudes toward multimedia classrooms and to investigate students' attitudes toward learning in multimedia classrooms. The research questions examined: (1) whether the instrument of students' attitudes toward multimedia classrooms valid and reliable; (2) students' attitudes toward multimedia classrooms; (3) whether there are differences among various classes with respect to students' attitudes; (4) whether differences exist between male and female students with respect to their attitudes; and (5) whether there is any interaction between types of course and gender with respect to students' attitudes. The study of 166 participants (students at a large university in the northeastern United States) showed that the attitude instrument was moderately reliable and valid. The mean scores of attitude items were high. There were no interactions between types of courses and gender, and there were no significant differences across courses with respect to attitudes. Female participants had significantly higher attitude scores than male participants. Contains 6 tables and "Attitudes towards Multimedia Classroom" questionnaires are appended. (Author/AEF)