Teachers must strive to enhance their power as educational connoisseurs and critics, professionals who understand how to use technological learning materials that promote growth across multiple intelligences. This case study demonstrates how this demand was met in an "Advanced" Grade 10 English class at Hillcrest High School in Ottawa, Canada. The project came to be known as the MILT.CEU assignment: "MILT" stands for Harvard Professor Howard Gardner's multiple intelligences learning theory and CEU was taken from the title of the computer-based learning materials Cloze Encounters Unlimited. Cloze Encounters is, in its simplest form, DOS (Disk Operating System) software that allows students to work individually or in teams to create puzzles for other students to do. The assignment consisted of designing a puzzle that could be carried out in each of seven traditional subject domains: language arts, global studies, history, science, mathematics, practical arts, and fine arts. Within each of these subject domains, the tasks were shaped to suit learning-style preferences including verbal linguistic, logical mathematical, visual spacial, body kinesthetic, musical rhythmic, interpersonal, intrapersonal. The MILT.CEU assignment met Gardner's demands for a responsive, integrated, substantive, cooperative curriculum in which students were called upon to function as active participants in the learning process. The teacher's role is manageable, responsive, and dynamic. (AEF)