In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job settings (corporate, higher education, and combination). We describe pertinent results, as well as compare and contrast these results with earlier studies. Differences between corporate and higher education job postings also are examined. Implications on revising courses and related curricula that teach multimedia production skills also are explored. (Contains 1 figure and 14 tables.)