Through consideration of critical incidents, this study analyzed 106 effective, ineffective and extraordinary instructional design and multimedia production (MP) activities discussed by 36 instructional design professionals. This evaluation provided insights into these professionals' best and not so best practices during the past 6 months. Prevalent themes emerged from the data analysis with regards to these activities. Six themes emerged from the effective incidents, namely: (a) creating instructional products, (b) providing examples, (c) differentiating instruction, (d) establishing social presence, (e) providing resources, and (f) collaborating with stakeholders. Four themes emerged from the extraordinary incidents, namely: (a) matching methods and media to content and learners, (b) providing organized content, (c) managing a complex instructional design (ID) project, and (d) using theory to inform practice. Six themes emerged from the ineffective incidents, namely: (a) not matching methods and media to content and learners, (b) not supporting student interaction (c) selecting inadequate instructional strategies, (d) not using ID processes, (e) not collaborating with stakeholders, and (f) coping with inadequate technical infrastructure. Results from this study offer an understanding of the interrelationship between instructional design and MP activities and positive (both effective and extraordinary) outcomes in instructional design activities. Existing instructional design success factors and best practices studies are compared to the results of this study. Future research directions may involve analyzing little known phenomena in instructional design-related activities and further explore negative or ineffective instructional design practices.