Ninety high school students were given a survey examining multimedia exposure and grades. Their parents were given a demographic survey as well. The survey collected the students' grades in four school subjects in their current semester/quarter. The areas of media that were examined were music, television, Internet, video-games, and magazines. The data shows that most of the results were not significant. Some statistically significant relationships, however, were observed: Animated sitcoms and English grades, News programs and English grades, Music television programs and Science and History grades, and Heavy Metal music and History grades. A statistically significant positive relationship was observed between the overall time spent watching television and English scores. The following statistically significant negative relationships were observed: Rock music and History grades, time spent on homework and History grades, time spent in after-school activities and Math grades, and time spent playing video games and History grades. The results were compared with previously reported results, which did not support the results found in this study. This suggests that the instrument used to measure media influence may not be reliable. It also suggests that there may be more extraneous variables influencing the students' responses that were not considered in this study. Implications for future research include utilizing mechanical measure to monitor media use, as well as requesting a week-long log of time spent to prevent over or under estimations of time spent with each type of media. Replication of this study to examine reliability was also recommended.