Schools' widespread access to Information and Communications Technologies (ICT) pose tremendous challenges to teaching and learning. Kulik (1994) summarized that the ICT is an efficient and powerful tool for improving teaching and learning process. A variety of computer applications have been developed and used in teaching academic subjects such as Physics (Schulze, 2000), Chemistry, (Kozma, 1994), and Science education (Rezaei & Kats, 1998). However, the use of multimedia in Physical Education (PE) is very limited. Thus, the purposes of this study were (a) to develop multimedia instructional program for teaching basketball and (b) to evaluate the effectiveness of the instructional program in eighth-grade PE. More specifically, for the purpose one, we developed a multimedia instructional program to help students to understand basic skills and rules in basketball. The multimedia CD-ROM contained reviews of terminology, animated illustrations of fundamental skills, video clips of game rules and strategies, etc. The CD-ROM was developed using an authoring program of Photoshop 6.5 by Adobe Systems and DreamWeaber MX by Macromedia, and was guided by the designing principles recommended by Alessi and Trollip (2001). Basketball coaches and PE teachers reviewed the CD-ROM and provided constructive feedback. The CD-ROM was then revised based on their evaluations. For the purpose two, we conducted a statistical analysis on students' performance scores in order to investigate the effectiveness of the instructional program as a learning tool. Participants were eighth grade students (N=458) in a middle school. Quasi-experimental design, nonequivalent control group design with pretest and posttest (Cook and Campbell, 1979), was used for this study. Control group (N=231) received traditional lecture-based instruction while the experimental group (N=227) used multimedia instructional program. Overall, the results of t-test showed that students working with multimedia instructional program exhibited significantly higher scores in the achievement test. Students also completed open-ended questions about using the multimedia CD-ROM after they had completed the post-test. Content analysis of students' comments showed that the CD-ROM was effective in learning basketball game because it provides self-paced format ("you could play the CD again if you didn't understand the first time"), visualization ("I enjoyed the CD showing what and how to do the skills"), and self-evaluation ("it helped me to know exactly what I was doing wrong and what I needed to do"). However, students' responses to using the CD-ROM were not all positive. Recommendations for developing a high quality multimedia instructional program in PE were suggested.Keyword(s): middle school issues, technology