This paper reports a research practice of engaging middle school students to be multimedia designers using a project-based learning approach. Specifically, it addresses two questions: whether a learner-as-multimedia-designer environment can increase middle school students' motivation toward learning; and whether the middle school students' cognitive strategy use is affected by engaging in the role of being a multimedia designer. The paper describes this learner-as-multimedia-designer environment in detail (the various phases, tasks, and tools). Both quantitative and qualitative data were used in the investigation. Data were collected using the Motivated Strategies for Learning Questionnaire and through student interviews. The results suggested that such an environment encourages students to be independent learners, good problem solvers, and effective decision-makers. Engaging middle school students in being a multimedia designer can have positive impact on their cognitive strategy use and motivation. (Contains 10 references.) (Author/MES)