For this practicum, a program of multimedia peer dramatic presentations was developed to improve the vocabulary skills of middle school students. Each week for 10 weeks a target group of 18 randomly selected students viewed 5 short video skits (produced by broadcast arts students) which were designed to introduce and define new vocabulary terms; the target group also participated in daily writing activities to reinforce the new vocabulary skills. A control group of 18 students was also randomly selected to learn the same vocabulary through similar writing activities but without viewing the television broadcasts. Both groups were given a pretest prior to implementation of the practicum and a posttest at the conclusion of the treatment to determine the extent of mastery of 50 new vocabulary terms. Results revealed that the control group achieved a median gain of two points which were attributed to normal learning activities and exposure to reinforcement exercises, while the target group evidenced significantly higher levels of achievement in vocabulary skills. Findings suggest that the utilization of multimedia peer dramatic presentations to introduce and reinforce vocabulary skills is a successful means of facilitating learning. (Five tables of data are included; three appendixes including the vocabulary pre- and posttest, activities booklet, and teacher's lexicon are attached.) (KEH)