The purpose of this study was to examine the effect of multimedia computer - assisted instruction (MCAI), traditional instruction (TI), and mixed instruction (MI) methods on learning the skill of setting in Volleyball. Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups; TI, MCAI and MI. Each group received ten 40-min periods of instruction divided into 3 sections: a) 5 min warmup, b) 30-min main practice time and c) 5-min cool dawn and review. TI group participants experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by an instructor. The MCAI group experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by a multimedia program. The mixed group experienced the same procedure, practicing through the multimedia program as well as through traditional instruction. All students completed pre-, post-, and retention skill test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TI, MCAI, MI) and measures (pre-test, post-test, re-test) on skill test. Post-test results indicated no significant differences between the groups concerning the skill test. Retention test results showed that groups retained the skill learning. However, the mixed method of instruction tended to be the most effective for skill development.