This study examined the effectiveness of multimedia gloss on vocabulary development among Key Stage 2 (KS2) learners as perceived by teachers in Diffun District II, Quirino. Specifically, it aimed to determine the profile of the respondents in terms of age and gender and to evaluate the impact of multimedia gloss on learners’ vocabulary proficiency. The study employed an experimental research design involving sixty (60) Grade 4 to 6 pupils, who were divided into control and experimental groups. The control group received traditional vocabulary instruction, while the experimental group was exposed to multimedia gloss as an intervention strategy. Pre-test and post-test assessments were administered to measure vocabulary development. In addition, teachers provided qualitative insights regarding the effectiveness of the intervention. Findings revealed that the experimental group outperformed the control group in the vocabulary test, with a higher mean score of 27.55 compared to 25.60. The t-test analysis showed a statistically significant difference between the two groups at a 0.05 level of significance, leading to the rejection of the null hypothesis. This indicates that multimedia gloss has a significant effect on improving vocabulary proficiency among learners. However, the difference between the groups was relatively small, suggesting that other factors may also influence vocabulary development. The study concludes that multimedia gloss is an effective instructional strategy for enhancing vocabulary skills among elementary learners. It is recommended that teachers integrate multimedia gloss in their instruction, and that further studies be conducted to explore additional factors affecting vocabulary development.