The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the control group (n=30) learned the same topic with traditional teaching. The data were collected using a multiple-choice test for students' achievement in science and a Likert scale questionnaire for students' attitudes toward science. The results of statistical analysis (MANCOVA) showed that there were significant differences in favor of the students of the experimental group with respect to both achievement in and attitudes toward science. Empirical evidence indicated that compared to traditional teaching, the MI teaching approach significantly increased 8th Grade students' achievement in and attitudes toward science. (Contains 4 tables.)