This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science standards, in particular the "science for all" equity principle, a project-based assignment was designed that incorporated each student's natural or innate multiple intelligence. At the conclusion of each project-base unit, students were given an opportunity to express their integration of project material in one of eight ways based on an intelligence menu. The focus of this research as to study how middle school students integrate conceptual information in the area of science, and its relationship to unique diversity and multiple intelligence. The project-based approach allowed students to learn in personally diverse modalities using a linear or nonlinear fashion based on personal choice. A student's natural multiple intelligence, based on results from a Multiple Intelligence Developmental Assessment Scale (MIDAS) test, did not show evidence of better integration skills. However, upon analysis of results, significantly more students chose the spatial intelligence to represent integration. (Author)