Today's children are exposed to the media from an early age. Curricular reform has increasingly encouraged the use of electronic media in teaching. Electronic media were first introduced in the classroom for teachers and used only by them, but today there is a growing emphasis on student self-use media during teaching. By curricular reform, classrooms are equipped with media devices and the aim is that each student have his or her tablet to use daily during class. It can be said that the teaching during which the student independently use a multimedia device is performed in a multimedia approach. Some teaching content is very easy to take through a multimedia approach, while some may require more complex preparation of teaching materials. Almost anything can be done with this approach, even grammar classes. Grammar teaching is specific in its content, which is usually abstract and uninteresting to young children. Research has shown that this approach to grammar teaching can significantly affect the curiosity and comprehensibility of grammar content. The first part of the thesis gives a theoretical overview of multimedia in school, namely a multimedia approach to teaching grammar in elementary school education and an overview of previous research in the field of grammar and multimedia. Also, the first part consists of theoretical starting points for applying a multimedia approach in grammar teaching. The second part of the thesis describes an example of a school lesson that aims to show how it is possible to use such a approach to grammar in elementary school eduaction. The study was conducted in the form of experiment with comparative groups. The control group of students was given a grammar lesson without the use of media, and the experimental group had a lesson in a multimedia approach. The study seeks to determine whether a multimedia approach to grammar teaching affects student satisfaction and whether such an approach has a positive effect on students' knowledge.