A course entitled "Communicating through Multimedia" was designed as a capstone experience for upperclassmen. It was a team-taught interdisciplinary course in the application of multimedia technology. Students in the course came from three disciplines--speech communication, mass communication, and management information systems. The students were ultimately (as a final project) asked to develop a multimedia application for a client. In practice, the goals set for the course were difficult to achieve. Student evaluations were critical. Attendance was poor; lectures were considered "filler"; and the class as a group did not work together well on the final project. A small group of students, who came to the class with computer skills and a knowledge of multimedia, spent large amounts of time in the lab finishing the project. In retrospect, it is ironic that in a course in new media technologies, neither the facilitators nor the students made use of new technologies to facilitate classroom interaction, communication, or learning. Sprague (1993) has suggested that most learning occurs outside of the classroom, not in it. It makes sense, therefore, that communication among peers and with the facilitators should take place outside as well as inside the classroom. And computers certainly are one means of facilitating that kind of communication, a communication that is immediate and ongoing. (Contains 13 references.) (TB)