The study tested how manipulating the modality on an MP3 player impacts learning, based on multimedia learning theory which posits that dual modalities and audio/video combinations best facilitate information processing. 119 undergraduate students were given content via single or dual modalities (audio only, audio/text, audio/video) and assessed for retention. Results supported the hypotheses that dual modalities led to better learning than single modalities and audio/video performed best. The format (iPod vs computer) did not influence learning or instructor evaluations. The findings suggest modalities matter more than format for instructional content.