This paper explores students' perceptions through survey about the definition, use and constructivist nature of multimedia use in literature classes at the collegial level. The culture of schools and students has changed. The possibility exists that students' brains are biologically different as a result of frequent and prolonged interaction with computers as a dominant source of stimulation and that optimal learning does not take place when only traditional lecture methods are employed in the classroom. Student expectations of classroom presentation styles that embrace a more holistic manner of learning than print alone have increased as the characteristics of the college age learner have changed. This would suggest that by combining text, visual imagery and multimedia text more elaborate contexts and meanings could be explored within the classroom setting. Today's college student has evolved as a learner and the types of classroom interaction that they have come to expect have also changed. Literature instruction should reflect these changes: (1) Does gender affect student expectation of multimedia use in classrooms? (2) Does collegiate year affect expectation of multimedia use in classrooms? (3) Do Education majors have higher expectations than other majors of multimedia use in literature classrooms? and (4) Does the use of multimedia by a professor affect a student's course decisions?