Considering conflicting research findings on the impact of multimedia on perceived skill development, this research investigates whether intervening variables such as task- technology fit factors might explain the difference in the findings. A pilot study was conducted where 39 students worked on a case study using both paper-based and multimedia based technologies. The findings from the pilot study suggested a strong indirect relationship between multimedia and perceived skill development with learning-driven constructs playing a major role. An exploratory factor analysis design employing a structural equation model will be used to further investigate whether other intervening variables such as the inclusion of an expert choice software, gender, and student major would influence perceived skill development.