Developing digital materials for learning purposes, or e-learning materials, is not as straightforward as it may seem. The traditional approach is multimedia instruction, the presentation of both pictures and words in an e-learning format to foster learning. However, multimedia instruction, to develop meaningful learning, needs to support the active processing of the learner who engages with those materials. The Cognitive Theory of Multimedia Learning (CTML) informs the development of effective multimedia e-learning materials. However, given the dearth of CTML studies directed at students of diverse and underrepresented populations, such as d/Deaf and hard-of-hearing students (DHH), it is unclear as to the extent that CTML principles may inform effective multimedia instruction for this group. We conducted a mixed methods study in which we recruited DHH students to view an asynchronous, online multimedia tutorial covering a general chemistry concept and complete a brief questionnaire that inquired about their e-learning perspectives. Students characterized their use of the tutorial's features as broadly serving three different functions and suggested additional improvements to the tutorial. Within the context of both these self-described behaviors and feedback, findings suggest the CTML principle of segmenting may have strong applicability for the e-learning needs of this student population while the principle of redundancy likely conflicts with those needs. Additional feedback more broadly focused on the tutorial's formatting and visuals suggests other CTML principles may be important to consider for multimedia designed for DHH students.