This study employs a transcendental phenomenology case study approach to explore graduate student perspectives on multimodal assessments (MMAs) within an online environment. The primary objective is to understand how these students experience and perceive MMAs. To achieve this, semi-structured interviews were conducted to collect in-depth data from participants, which was analyzed using thematic analysis. Participants were asked to share their experiences with MMAs, revealing three prominent themes: assessment value, technology usage, and student experience. The elements of the student experience encompassed previous experience, expectations, assessment challenges, student satisfaction, and self-perception. The findings indicate that participants generally found value in the multimodal assessment method. However, the perceived value significantly depended on the role of the instructor. Clear instructor expectations and timely feedback were an important factor in enhancing the participants' perception of the assessment experience. Participants noted that well-designed multimodal assessments contributed positively to their learning and satisfaction. Technology usage emerged as another critical theme, with participants highlighting both the advantages and challenges associated with digital tools. While these tools enabled innovative assessment methods and increased accessibility, they also introduced coordination and technical difficulties, particularly in an online setting. These insights are valuable for educators and instructional designers aiming to enhance online learning environments through multimodal assessment strategies. The implications of this research point to the need for continuous support and training for instructors to maximize the benefits of multimodal assessments. [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.]