The present study investigates the effects that different types of multimedia glosses have on second language vocabulary learning. Sixty elementary level learners of English were randomly assigned to three types of annotations: with only textual annotations available, with only pictorial annotations available, and with both textual and pictorial annotations available. Subjects were asked to read four annotated texts with the intention of comprehension. Acquisition was measured by means of two types of tests: word recognition test and picture recognition test. Results showed that the groups that had access to both textual and pictorial annotations significantly outperformed the other two groups in both tests. The results also indicated that the pictorial group obtained significantly higher mean score in comparison to textual group.