This phenomenological study implemented and evaluated an individualized approach to multiple intelligence instruction. The targeted population consisted of students in two inner-city elementary schools located in Indiana. In a traditionally book-oriented classroom, instruction is typically geared toward the verbal/linguistic and logical/mathematical intelligences. An analysis of the literature led to the understanding that each student has the capabilities to activate all eight identified intelligences, but that these intelligences may be developed to different degrees within each individual. Each student's dominant intelligence was identified. Thematic lessons that strengthened the multiple intelligences of all of the involved students were constructed. The plan of action was to construct planning webs and monthly themes that incorporated a plethora of multiple intelligence products. Lesson plans were developed utilizing a variety of planning tools. In addition, informal journals were kept to highlight progress, successes, and trends. The effects of multiple intelligence instruction were documented through observations, product choices, student reaction, and survey checklists. Observations and checklists reaffirmed expectations that how one is taught, what strategies are utilized, and in what manner information is presented can and do affect student learning. They further demonstrated that students' strengths and weaknesses can be affected by a teacher's method of instruction. (Forty appendices include state proficiencies, weekly progress reports, multiple intelligences checklists, and lesson plans. Contains 61 references.) (SD)