The present study aimed at investigating the effect of multimodal program in developing classroom oral presentation skills of second year English majors. A quasi-experimental design was used on the voluntary basis of choosing the groups of the study, which consisted of thirty student-teachers in the treatment group and thirty student-teachers in the non-treatment group from among second year English majors at the Faculty of Education, Assiut University. The treatment group was trained through the multi-modal program, while the non-treatment group did not receive such training. The researcher developed and used the following tools: a multi-modal program including a Teacher' Guide Book and a Student's Handbook, a pre-post rubric for assessing classroom oral presentation skills; and a pre-post oral presentation test. The experiment lasted for one academic semester, four hours a week. Paired t-test statistics was used to measure the difference between mean scores of the treatment and non-treatment group in the post application of the study tools. Results revealed that the Multi-modal program was effective in developing second year English majors' classroom oral presentation skills. Discussion of these findings, recommendations and suggestions for future research are presented