The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the OSPAN memory span test, were randomly assigned to either a stationary (n = 54) or mobile (n = 30) instructional environment. In the stationary environment, participants viewed the tutorial while sitting in a chair at a desk in a computer lab. In the mobile environment, participants walked down a hallway following a course indicated by signs on the floor. This walking and navigating, while engaging in the multimedia tutorial, simulated the type of environment one might encounter while walking across a college campus. Overall, students with high WMC outperformed students with low WMC on measures of recall and transfer of the historical inquiry strategy. In addition, students in a stationary instructional environment outperformed students in a mobile instructional environment. Finally, interaction effects indicated that low WMC students in a mobile instructional environment performed the most poorly. (Contains 2 tables and 4 figures.)