Multimedia has been increasingly identified as a new medium of communication. However, the development of this medium has been largely driven by technological concerns, with apparently little regard for its (visual, conceptual) design. In conjunction with this, graphic designers have been experiencing a 'shift in their working practices and roles, with designers not only required to design on screen (for print), but also increasingly to design for screen, i. e. for multimedia and other screen-based, multimodal, interactive forms. These two factors, combined with an overall lack of understanding of the issues involved in designing for multimedia, suggested a real need for research into this area. The objective of the current research was therefore to reveal and identify the key and/or unique issues and considerations, which a graphic designer employs when designing and developing interactive multimedia (applications). A number of factors defined the subsequent methodology. These included, a lack of formalised knowledge or critical understanding of multimedia design specifically, or indeed graphic design generally; a limited number of established (UK) multimedia developers with an active reputation for 'design'; and relatively few multimedia design 'experts'. These factors ruled out the use of a more traditional positivist study, based upon a multiple sample and conducted by an independent expert-observer. Instead, a qualitatively-orientated, (single) case study was developed, based upon the concurrent verbalisations of the author, as the single-designer-subject, observing activities selfreflectively whilst designing a multimedia prototype. A rich and comprehensive record of designerly activity was generated. Through processes of iterative examination, interpretation and re-definition, a framework of considerations emerged. These considerations were organised into five 'classes of design decision' which are identified as, 'Solution Development, 'Graphical Representation', 'Multimedia Representation', 'Design Management' and Technical Implementation'. These classes and indeed the model as a whole, provides graphic designers with a highly practical, flexible and usable framework of issues and considerations, relevant when involved in designing interactive multimedia. The model also offers an extremely useful framework for developing multimedia design education, in addition to an effective methodological approach for studying 'new' areas of design. As such, the model and indeed the research as a whole is seen as being interdisciplinary. This research is discussed, culminating in a description of the model.