The researcher investigated how university faculty in graduate education programs incorporated multiple intelligences (MI) theory into their teaching strategies and acknowledged the interconnectedness of andragogy and MI theory. The researcher addressed the significant shift in teaching paradigms from traditional methods to approaches that foster critical thinking and problem-solving. This research was prompted by the need to understand the answer to this central question: What are the experiences of university faculty with integrating multiple intelligences into their teaching strategies? The rationale for this study was grounded in the need to understand the use of MI theory at the university level, which has been predominantly studied in K-12 settings. Employing a basic qualitative research design, the researcher interviewed eight faculty members from a small liberal arts university. The participant pool included full-time and adjunct professors, all in the graduate education department, with diverse backgrounds and experiences in teaching graduate-level courses. The analysis of the data, conducted through thematic analysis, uncovered five significant themes: beliefs about intelligence, awareness, and understanding of MI theory, integration of MI in instruction, impact on student learning and engagement, and personal philosophy and pedagogy. The researcher determined that incorporating MI theory into graduate education improves student engagement and learning outcomes. Faculty members acknowledged intelligence's complexity and identified their strengths in linguistic, interpersonal, and intrapersonal intelligences. They employed various MI strategies, such as student choice, self-reflection, storytelling, and visual aids, which met the diverse intelligences of their learners and enriched educational experiences. The researcher highlighted the importance of recognizing the differing needs of adult learners, utilizing nontraditional teaching strategies, and creating supportive and inclusive learning environments. Future research should expand to various higher education contexts and explore the integration of MI with other educational frameworks, such as Universal Design for Learning (UDL), to develop a comprehensive approach to teaching and learning. These findings have practical implications for improving teaching practices and enhancing student outcomes in graduate education. [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.]