Like many large organizations, the Norwegian Armed Forces rely more and more on e-learning to deliver cost-effective and high-quality learning to their employees. The main distribution method is through learning management systems and varies from low-cost courses, based on text and graphics, to more expensive productions containing video and advanced interactivity. A continuous drawback however is the fact that many of the students do not complete all of the courses they have registered for, which is often called “dropout.â€� The dropout rate varies from below 10% to over 50% in some courses. In a typical e-learning environment, the learner will go through the course alone, on a personal computer, with no contact with a teacher or a tutor. This paper presents the findings from a first years' thesis conducted as a part of master's program in information computer technology & learning. It examines how the use of multimedia in e-learning courses might influence learner dropout. Research suggests that used incorrectly, multimedia can contribute to a so-called cognitive overload for the learner. This again can influence learner retention and decrease motivation, ultimately leading to dropout. Recommendations from leading theories and research are used to analyze four different e-learning courses from the Norwegian Armed Forces and discuss any relevance between the theories and the dropout rate of each course. This paper summarizes the findings and delivers concrete recommendations on how to build e-learning course in the future, to minimize student dropout.