More than 20 years have passed since the Cognition and Technology Group at Vanderbilt University first conceptualized and began to explore how to effectively operationalize cognitive learning theory in applied instructional settings, innovatively infusing their model with emerging technologies. Yet, to date a comprehensive review of findings on the multimedia anchored instruction (MAI) model has not been conducted. This synthesis of the literature isolates a small segment of that literature: intervention studies in which MAI was implemented with preservice teachers to increase knowledge, support revisions of beliefs discordant with effective teaching practice, develop skills, and foster transfer. Findings revealed that MAI is an effective service delivery model for meeting these preservice teacher education goals.