<p>This study investigates the use of multimedia resources in the teaching of physics among secondary school teachers across five states in Southwestern Nigeria. It explores the extent of multimedia integration, perceived benefits and challenges, topic-specific effectiveness, training needs, and evaluation practices. Employing a mixed-methods approach, data were collected from a representative sample of physics teachers using questionnaires and interviews. Findings reveal that although teachers generally recognize the value of multimedia in enhancing conceptual understanding and student engagement, its classroom use remains limited and often superficial. Videos and static images are the most commonly used tools, while interactive simulations and virtual labs are rarely utilized digital literacy, and insufficient training. Teachers expressed strong interest in practical, curriculum-aligned professional development programs to improve their competence in multimedia integration. The study also highlights the lack of standardized methods for evaluating multimedia’s impact on student learning. It recommends strategic investment in infrastructure, comprehensive teacher training, localized content development, and robust evaluation frameworks. By addressing these gaps, multimedia can serve as a powerful tool for making physics instruction more. Key barriers identified include inadequate ICT infrastructure, poor internet access, limited effective, inclusive, and engaging in low-resource educational settings.</p>