Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC.