Multiple-intelligence (MI) theory was developed by Dr. Howard Gardner, and it defines intelligence through a spectrum of content areas, including verbal-linguistic, mathematical-logical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic, musical-rhythmic, and naturalistic. The application of MI theory has been found to lead to increases in learning objectives and other holistic outcomes and has been lauded to be one of the most positive and influential theories in education today. In spite of repeated encouragement from MI adherents, it seems as though individual classroom teachers have not yet begun to visualize MI theory as a template for instructional planning. Studies about MI theory in Turkey have increased, though. First, this theory has become an important issue in teacher education, and books on instructional implications have been published. A private primary school in Turkey spent 2 years working on reflecting MI-based theory on education, and this school gained significant importance because it was the only school that had really tried to translate the theory into the practice. The purpose of this study was to explore the following: the characteristics of MI-based instructional planning and implementation, the effects of this planning on students' cognitive and affective capabilities, the effects on teachers' individual and professional capabilities, and the problems encountered during implementation. (Contains 1 note.)