This research explores the experiences of using Computer-based Assessments (CBA) in teaching an introductory level class called Introduction to multimedia (CIS 1503). This course is the first multimedia course in the Computer and Information Systems (CIS) department that is running at a Higher Education Institute in the Middle East (HEIME). It introduces students to various multimedia components such as 2D graphics, audio and video. The core objective of this course is to provide students with practical experience in various stages involved in the design, development and delivery of interactive multimedia content. A phenomenological approach has been chosen to help understand and explore the participants' awareness of the phenomenon under investigation and that is "Using CBA in teaching interactive multimedia classes". Three specific questions were considered. These questions were investigated from the teachers' point of view. The data explicitation process (as defined and used by (Giorgi, 2009)) resulted in forming four central themes representing the essence of the original ones. The central themes were: (1) to manage the teachers' marking load; (2) to enhance student satisfaction and attentiveness; (3) to support the management of assessments; and (4) to provide an effective archiving system for assessments and students' work. This was followed by a discussion of the opportunities and challenges arising from using CBAs in teaching this particular course. A description of the limitations within this research was also listed at the end of the study. [For the complete proceedings, see ED608557.]