Defining intelligence is a puzzle that has challenged educators and researchers for years. More recently, professionals are acknowledging that individuals possess many facets of intelligence and that learning is a complex combination of genetic factors, environmental influences, and life experiences that affect learning in unique ways (Salvia, Ysseldyke, & Bolt, 2010). Howard Gardner's (1983) theory of multiple intelligences has provided many teachers with insights about their students' diverse ways of learning and expressing themselves. The Cattell-Horn-Carroll (CHC) theory is an emerging model of multiple intelligences. Basically, the CHC model conceptualizes intelligence as a constellation of distinct cognitive abilities, in which learners experience intellectual growth based on innate abilities, environmental opportunities, background of experiences, and emerging abilities in each of 10 cognitive areas (Flanagan et al., 2007). This article will describe the components of the CHC model so that practitioners can translate its principles into practice in the classroom. (Contains 2 tables.)