This study looked at the potential relationship that may exist between students' intelligence strengths, in particular their spatial and kinesthetic strengths, and their combined cognitive and metacognitive levels of interaction with a CD-ROM storybook. The multiple intelligence strengths of a sample of students, measured via the MIDAS/My Young Child (Shearer, 1994-2002) was correlated with their levels of interactions with the CD-ROM storybook as measured by the researcher's adaptation of a rubric used by Labbo & Kuhn (2000). It was predicted that correlational analysis would show different measures of positive relationships between all intelligence strengths but a higher positive relationship between both the spatial intelligence strength and combined cognitive and metacognitive levels of interaction with the CD-ROM storybook and also between kinesthetic intelligence strength and combined cognitive and metacognitive levels of interaction with the CD-ROM storybook. Results appeared to demonstrate that it was the unique student intelligence profile as an entity, as opposed to particular and individual intelligence strengths, in relation to the content of the storybook that was more informative concerning potential relationships at work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]