Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners' perceived use of language learning strategies across various intelligence types as reflected in Gardner's 1983 Multiple Intelligences Theory. Ninety BA Junior English majors studying at Islamic Azad University of Rasht participated in the present study. Two self-reported inventories, Multiple Intelligences Survey (Armstrong, 1993) and Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), were utilized to determine the participants' intelligence profile and their perceived strategy use. The findings of the study revealed that intelligence did not significantly affect the overall strategy use of the participants. All types of intelligence fell within the "medium" user of LLSs. However, participants of verbal linguistic type were found to be higher in terms of their strategy use and visual-spatial students were the lowest strategy users overall. In addition, participants of verbal-linguistic type were found to be higher users of cognitive strategies. In terms of metacognitive strategies, verbal-linguistic, bodily-kinesthetic, interpersonal, intrapersonal and naturalist were found to be higher than logical-mathematical, visual-spatial and musical-rhythmic types. Visual-spatial learners were also found to be lower in terms of their use of social strategies. The conclusions of the study along with related pedagogical implications are explained. (Contains 3 tables.)