This study was designed to address the problem that some corporate trainers are lacking instructional design skills when creating multimedia activities. The purpose of this qualitative phenomenological study was to identify skills corporate trainers perceive they need when creating multimedia activities. The cognitive load theory (CLT) was used as the framework for this study. Convenience and snowball samplings were used to recruit participants from professional groups on the LinkedIn social media platform. This resulted in eight participants who took part in individual interviews, a focus group, or both. The NVivo software was used to upload transcripts from the individual and focus group interviews and analyzed using coding and thematic analysis. The findings uncovered that corporate trainers recognized skills gaps in their ability to create multimedia activities and also found that delivering training online presented challenges in learner engagement and interactions. Six themes emerged from the findings: training during COVID-19, success in online training, technology, learning transfer, instructional design skills, and barriers in creating media. The resulting implications and recommendations include the discovery that trainers had to adapt to delivering training online using digital collaborative platforms. This implied that trainers needed to prepare for managing online training classes due to unfamiliarity with collaboration platforms and delivering digital learning material related to the online class. The related recommendation for practice was for trainers and their organization to prepare for training sessions and lessons before classes to allow trainers time to familiarize themselves with the collaborative platform they will use and adequately prepare learning materials for online training. This research contributes to the knowledge of trainers' perspectives on their skills in developing multimedia activities during the COVID-19 pandemic. The results of this research suggest that the COVID-19 pandemic presented opportunities for trainers to learn and grow their skills in developing multimedia activities that can enhance the overall online training experience of learners. This study can aid learning and development organizations to create professional development or train-the-trainer training using the trainers' assessment of their current skills and gaps when creating multimedia activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]