This study aims to reveal the applicability of the theory of multiple intelligences, based on daily life problem-solving skills, in primary school fourth-grade science courses. The study was conducted using an action research design. The participant group of the research consisted of 23 students, their parents, and the classroom teacher. The data for the study were collected through observation findings obtained via video recordings and observation forms, diaries kept by the researcher, products created by the students, evaluation and self-evaluation forms, and semi-structured interviews conducted with students, parents, and the classroom teacher. The content analysis technique was utilized for the analysis of the research data. As a result of the analysis of the obtained data, five main themes were identified under the headings: "process," "cognitive," "affective," "skills," and "problems and suggestions." In the process dimension, it was understood that the lesson plans prepared within the context of the theory of multiple intelligences were suitable plans that could help students achieve the relevant outcomes. In the cognitive domain, it was determined that students' abilities to understand and comprehend, as well as their academic success, increased, and this contributed to their permanent learning. In the affective domain, it was observed that during the activities, students were happy, enjoyed themselves, were entertained, felt excited, and were willing to participate. Furthermore, it was seen that students gained self-confidence and their self-efficacy perceptions developed. In the skills dimension, it was revealed that students' abilities to relate the knowledge they acquired to daily life and to communicate had developed. In the problems and suggestions dimension, it was concluded that the students' intense desire to take part in every activity and to speak more to express their thoughts during activities based on multiple intelligences led to some difficulties.