A research group was interested in how an understanding of multiple intelligences might translate into a variety of teaching techniques and strategies directed toward specific intelligences they found in their eighth-grade science classroom. Because of the tremendous effect of mass media and other visual/spatial influences on students, the study of multiple intelligences was narrowed to visual/spatial. It featured a collaborative group conducting action research to explore how visual/spatial teaching techniques and strategies might affect the integration of the curriculum. The research process involved four chronological phases and a planning phase for future cycles. The four chronological phases were based on the recursive collaborative group action research cycle (illustrated in Figure 1). Phases 1-4 comprise the first research cycle of Cycle 1, and all other phases may repeat the cycle to gain more information. A complete cycle, consisting of the phases outlined, were conducted during the study. Unit lesson plans were developed and evaluated for the multiple intelligences included. The group discussed the results of the integration of the curriculum with visual/spatial techniques or strategies. This effort highlighted the value of collaboration and the ongoing assessment of techniques teachers use in the classroom to improve student learning and on-task time. By exploring regular, deliberate use of the visual/spatial multiple intelligence in lesson planning and evaluating the success, the group was able to address student needs and integrate the curriculum in ways that otherwise would not have occurred. (Contains 19 references.) (BT)