Multimodal representations play crucial role in students' learning process that students communicate their ideas by using representations. The main aim of this research is to determine the effects of multimodal representations on students' science learning. Quasi-experimental with pre-test and post-test design was used in this study. This study was conducted with total of 35 students that were 7th graders of a public middle school located in Istanbul province in Turkey. Experimental group (n=19) was taught science lessons according to multimodal representations. They performed writing tasks by using multimodal representations. Control group (n=16) was taught science lessons according to National Ministry of Education's existing program. The data was gathered by Science Achievement Test that was used as a pre-test and post-test. Results of the study indicated that there is a meaningful difference between pretests and posttests of science achievement test scores in both experimental and control group. Thus, findings supported that teaching science to students with multimodal representations contributed to their science learning. [For the full proceedings, see ED626668.]