Learner diversity has been identified as a barrier to language learning and teaching. The purpose of this article was to conduct an analysis of the implementation of Multiple Intelligences (MI) theory in the field of English language teaching. MI theory, as introduced by Howard Gardner (1983), offers a new concept of intelligence, one that has led to a profound questioning of what we call "intelligence". As a result, he proposed an alternative view of intelligence that can be incorporated into the range of abilities, as well as the existence of nine intelligences that are distinct from one another. Several studies have explored the incorporation of MI theory in the realm of language teaching since it provides instructors with a variety of teaching strategies and enhances their ability to design teaching methods to better meet learners' expectations. Moreover, it recommends multiple testing methods based on all the proposed intelligences to evaluate students' learning, as not all intelligences can be measured using standardized tests. To implement the theory into pedagogical practice, educators should be cautious when it comes to truly understanding the theory and also be prepared to create a variety of teaching techniques in order to engage all intelligences.