This study investigated the effect of using differentiated instruction using multiple intelligences on achievement in and attitudes towards science in middle school students with learning disabilities. A total of 61 students identified with LD participated. The sample was randomly divided into two groups; experimental (n= 31 boys )and control (n= 30 boys). An experimental Pretest-Posttest Control-Group design was used in this study. Findings from this study indicated the effectiveness of differentiated instruction using multiple intelligences on improving achievement in and attitudes towards science in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction using multiple intelligences on improving achievement in and attitudes towards science in learning disabled students.