The current study tested the effects of multimedia instructional designs (text+picture, audio+picture, and text+audio+picture) on retention and transfer of information in college students with and without dyslexia while tracking students' eye movements. After controlling for verbal ability, the dyslexia group differed from controls only in the text+picture condition. Retention performance for the dyslexia group was optimal in the no written text (audio+picture) condition. Eye-tracking data showed that the dyslexia group spent significantly more time viewing the picture when audio augmented written text. These findings show that students with dyslexia can learn as easily from multimedia instruction as their peers and multimedia combinations can be manipulated to optimize specific learning outcomes.