This research was conducted in two geometry classrooms to determine whether the use of a multimedia instructional strategy could increase learning. The multimedia group used PowerPoint to make their presentations, while the traditional group used the marker board, paper and pencil to make their presentations. Observation, a presentation rubric, and a focus group were used to collect data for this study. A total of 39 students from two geometry classes participated in the study. Results indicated that both groups of students increased geometry concept learning when they used both a visual and verbal explanation, rather than a verbal explanation alone. The multimedia group scored higher than the traditional group when they were given ample time to learn how to use PowerPoint.