eng Science and Education Publishing American Journal of Educational Research 2327-6150 2016-10-09 4 15 1096 1099 10.12691/education-4-15-7 EDUCATION20164157 article Delia Robinson Richards drrichards@udc.edu 1 Education Department, University of the District of Columbia, 4200 Connecticut Ave. NW Bldg. 41/407, Washington, DC 20012 USA The study explored the position of administrators, teachers and parents on integrating the multiple intelligences theory (MI) into the early childhood curriculum (prekindergarten to third grade). Results revealed that overall administrators would not change anything in the multiple intelligences integration. They described the teaching effectiveness as very good. The teachers reported the integration as being an ongoing learning experience that was exciting and fun. Although, the teachers would like more time to plan and execute the MI integration into the curriculum. The parents revealed the MI integration as a great concept that allows the students to display their 'smarts'. And they indicated that their children liked the MI integration in particular by allowing them to create their own projects. Findings from administrators, teachers, and parents revealed satisfaction with the integration of MI into the curriculum and in particular, the demonstration of respecting how students use different learning styles. The integration revealed enhancement of students' strengths and love for the MI experience. http://pubs.sciepub.com/education/4/15/7/education-4-15-7.pdf Multiple Intelligences Theory (MI) multiple intelligence integration 'smarts' work stations differentiated instruction