This paper explores the effectiveness and efficiency of multimedia-computer-based text accompanied by illustrations, graphs, simulations, and animation in teaching chemistry. The paper cautions that although multimedia may be a means to more effective teaching, there is no assurance that it increases student learning. Studies suggest that performance generally improves when the mode of instruction changes. Thus, students may initially improve their performance when a multimedia format is introduced, but this increased learning may diminish as the new method becomes the norm. The paper provides several excerpts from educational research that address this issue. Some of this research indicates also that technological integration in the classroom is initially met with great public support and student enthusiasm, but when the focus is on hardware and its abilities rather than the content and quality of instruction, learning problems occur and the technology eventually is abandoned. Well-designed packages from publishers, offering CDs and Web pages with constantly updated material that is alterable by the professor, would be beneficial. In addition, a constructivist method coupled with new technology may be more effective for long-term learning. Included are examples of instructors who have implemented effectively various techniques for increasing student learning. (Contains 10 references.) (YKH)