This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary school in the midwest of USA. The independent variable was the multimedia math lesson and the dependent variable was students' math performance. It was hypothesized that the (a) teacher and students scored favorably about the multimedia math lesson, (b) students were very attentive to multimedia math instruction, and (c) the students scored statistically higher on the posttest at the end of the intervention in the experimental group than in the control group. The findings have theoretical and practical international implications for K-12 education. (Contains 8 tables and 1 figure.)