Collaborating at two universities to improve teaching and learning in undergraduate engineering, an interdisciplinary team of researchers, instructors, and evaluators planned and implemented the use of multimedia case studies with students enrolled in an introductory engineering course. This qualitative action evaluation study focuses on results from two semesters of implementation. Employing an action evaluation approach, researchers collected qualitative data from students through open-ended surveys and focus groups to determine the effectiveness of the instructional methods and guide continuous course improvements. The 4P model provided a theoretical framework for the evaluation questions. The questions focused on students' perceptions of the value and nature of learning with multimedia case studies and perceptions of the course overall. Focus group data were analyzed using a thematic analysis approach, and frequency counts were conducted to analyze the open-ended survey data. Recommendations and discussion related to design considerations for use of multimedia case studies in introductory engineering courses are included.