The Adult Multiple Intelligences (AMI) Study investigated how multiple intelligences (MI) theory can support instruction and assessment in adult literacy education across different adult learning contexts. Two interwoven qualitative research projects focused on applying MI theory in practice. One involved 10 teacher-conducted and AMI co-directors-facilitated studies; another was a study across those contexts. Methods included onsite observations, qualitative interviews, and teacher journals. Data analysis in the second study identified these two broad categories of teachers' interpretation: MI-inspired instruction and MI reflections. Findings suggested teachers' MI efforts paid off with high levels of student engagement. Among the MI-inspired instructional practices, projects resulted in the highest levels of authentic instruction, since they related directly to students' experiences. MI theory made topics not grounded in students' lives more meaningful and relevant because students could approach activities from their preferred and strongest intelligences. Choice-based activities were instrumental in increasing the relevance and meaning of lessons and in reducing teacher-directedness. The value of student reflection in building self-confidence and learning-to-learn skills was affirmed. Nine of the 10 teachers implemented some form of MI reflection. Appended are: AMI Study Advisory Council list; AMI Project Application; AMI Teacher Interview and Observation Guide; and Abstracts of the AMI Teachers' Research Reports. (Contains 51 references and 10 figures.) (YLB)