Education reform in early childhood education in China has often adopted western theories and pedagogies in efforts to facilitate educational change. The theory of multiple intelligences (MI) is an example of one adopted. This paper reports on a study that examined factors that influence Chinese kindergarten teachers' use of MI theory in their pedagogy. The study was a qualitative case study with seven participants from two kindergartens. Multiple methods were used to understand the contexts of these teachers' work, their understandings and practices, and ways that they had become exposed to ideas about MI. A number of influences were apparent in shaping teacher understandings and practices. These influences at times motivated teachers to incorporate MI, but there were also instances where teachers were unsure and confused about MI and struggled to meld it with their existing beliefs and practices based on longstanding Chinese values and pedagogies. The paper argues that if the policy goal of any educational reform is to facilitate teacher change then the introduction of new educational theories or approaches should first be grounded in, and connected carefully with, teachers' practices and, second, take careful consideration of the context in which their teaching will be embedded.