The purpose of this mixed-methods case study was to understand how current and former early childhood and elementary school teachers and administrators at a multiple intelligence (MI) school in St. Louis, Missouri, viewed the feasibility and impact of applying MI theory in lesson planning and their perceptions of the assistance of educational technologies in applying the theory within their school. The MI theory theoretical framework provided a lens through which to analyze the data gathered. Cell purposive sampling was utilized to recruit eight current and retired early childhood and elementary teachers and administrators at the school who sat for a total of 12 interviews. Qualitative data were collected through semi-structured interviews and artifact collection and were analyzed through deductive coding, the constant comparison method, enhanced member checking, and data triangulation. Quantitative secondary data, including the number of students at the beginning of the school year, student demographics, and average class size, were collected from the National Center for Education Statistics (NCES) and were analyzed using SPSS and triangulated with the qualitative data. The results of this study can assist in understanding how the school successfully implemented MI theory in its curriculum and can provide insight into how practical it is to implement it in larger schools and school systems in the United States. This study's results may interest those in the educational field, including educators, education administrators, and intelligence researchers such as educational psychologists, cognitive psychologists, school psychologists, and developmental psychologists. In addition, the results of this study may aid government officials in developing educational policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]