This study's focus was to examine the impact of learning style on learning outcomes in an Interactive Multimedia Instruction program (IMI). The literature review emphasizes that incorporating technology alone does not ensure positive gains in an educational initiative. It also identified a number of factors that may influence how students will perform with a multimedia/hypermedia environment. The literature supports the need for continued research on the effects of multimedia on learning to support the theoretical base of evidence on its effectiveness. Two surveys were administered to a random sampling of three hundred thirty-five (335) student volunteers. The Study Demographic Background & Student Perception Survey and Kolb's (1995) Learning Style Inventory (LSI) surveys were used to study the students. The theoretical framework of the study relied on Kolb's (1976, 1984) four types of learning styles (Accommodating, Assimilating, Diverging, Converging), and the four preferred learning styles (Concrete Experience, Reflective Observation, Active Experimentation, Abstract Conceptualization). A discriminant function analysis was used to determine if learning style type could be predicted by educational background and computer familiarities. Multiple regression analysis was used to examine how course grades and perception of students taking an IMI course vary based on preferred learning style, educational background, and computer familiarity. The results showed very strong evidence that student-learning outcomes were influenced by the preferred learning style of abstract conceptualization and educational background, but not computer familiarity. The results also showed moderate evidence that student's perception of IMI was influenced by educational background. Among this sample, higher the educational background, the lower perception they had of the IMI. Educational background and computer familiarity did not show to influence students learning style types. This research marks the first effectiveness study to date on the Tactical Computer and Network Operator (TCNO) IMI methods of instruction course at U.S. Navy Submarine School (NSS), Groton, Connecticut. It provides documentation of the fact that the IMI used is suited for all learning styles and adds to the knowledge to effects of multimedia on learning and the military effort to educate and train their personal with effective IMI learning courses. This study extends the research that demonstrates that student performance improves when learning styles are taken into consideration. It also contributes to the effects of multimedia on learning and extends the longitudinal theoretical base of evidence on its effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]