The purpose of this quantitative study was to compare and evaluate two types of vocabulary interventions using grade 9 physics vocabulary terms using two lists of 10 words. A quasi-experimental crossover research design was used to compare the two interventions, presented during two separate sessions, 1) active, multimedia that includes the combined strategies of learner-generated drawing followed by peer discussion; and 2) passive that included students reading and copying. This study was conducted with 209 middle school students in grades 6, 7, and 8. Prior to each intervention, active, multimedia and passive, students completed a pretest to determine the level of word knowledge. Immediately following the two vocabulary interventions, participants completed a posttest to measure vocabulary acquisition and a second posttest 24 hours later to measure vocabulary retention. The research questions address whether (a) students retained more using the active, multimedia or passive intervention, (b) student reading ability (2) students reading below grade level effect retention following the active, multimedia intervention, (c) males retained more than females, (d) student pretest performance predicted posttest results following both interventions. There was no statically significant difference between the active, multimedia and passive interventions for students reading at or above grade level; however, there was a main effect for the active, multimedia intervention for students reading below grade level. The study also found no statically significant difference between male and female participants. Pretest performance was found to be a predictor of posttest performance.