The purpose of this study was to analyze the differences of the elementary school students’ learning motivation and classroom climate between the multimedia and traditional teaching method. Seventy participants were the 5th grade students of elementary school in Tao-Yuan County. Thirty-eight students were assigned to participate in a method of multimedia teaching as an experimental group, and thirty-two were assigned a method of traditional teaching as a control group. There were seven weeks during the experiment study. The students were asked to complete the Motivation Scale and Physical Education Classroom Climate Scale in the pre-test and post-test. After statistical analysis, the students in the experimental group had significantly improved than the students in the control group on the factors of attention, relevance, satisfaction, teacher’s support, and there was no significant difference between experimental group and control group on the factors of confidence, peer’s support, and solidarity satisfaction. The results also pointed out significant improvement for the students in the experimental group from the pre-test to the post-test on the factors of attention, relevance, satisfaction, teacher’s support, and solidarity satisfaction, but there was no significant difference between pre-test and post-test on the factors of confidence and peer’s support. On the other hand, there was no significant improvement between pre-test and post-test on the factors of attention, relevance, confidence, satisfaction, teacher’s support, solidarity satisfaction, and peer’s support in the control group. Therefore, the results suggested that physical education teachers could use multimedia assisting instruction, and develop student learning achievement by learning motivation and learning climate.