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This study examines middle school students ’ learning and motivation as they engaged in a multimedia enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a multimedia environment on sixth graders ’ science learning, their levels of motivation, and the relationship between students ’ motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students ’ motivation scores and their post-science knowledge scores. Findings were discussed within the research framework. 3 Theoretical Framework Research shows that motivation plays an important role in influencing learning and achievement (Ames, 1990) and instructional context strongly affects students ’ motivation. Instructional materials that are challenging, give students choices, and promote perceive