Over the last three decades there has been a major shift in how practicing educators think about intelligence. One great driving force of this change can be attributed to "Frames of Mind: Theory of Multiple Intelligences," written by Howard Gardner in 1983. Gardner's book is conceived around the premise that every human being maintains seven (now eight) different types of intelligences, with a ninth being recently considered. The eight different types of intelligences proposed in this theory each have their own identifiable characteristics. These characteristics distinguish certain skill sets and behaviors from one another. Currently, Gardner's identified intelligences include: (1) spatial/visual; (2) bodily/kinesthetic; (3) musical; (4) verbal/linguistic; (5) naturalistic; (6) logical/mathematical; (7) interpersonal; and (8) intrapersonal intelligence. The new intelligence being considered relates to an existential intelligence. Since the Multiple Intelligences framework is based in a malleable, biological perspective, this theory provides one of the most powerful concepts found to shape the field of education: the teachers' belief in the unique potential of each student. These ideas offer teachers a tool that they can use to view the students that they work with as unlimited human beings. In this article, the author proposes that practitioners, administrators, and parents should consider this malleable definition of intelligence, as opposed to a fixed one. They should broaden their views of what they understand intelligence to be, and not allow it to interfere with the belief they hold in the success of each child with whom they work. He strongly encourages the reader to learn more about the Multiple Intelligences Theory, and then use it to help weave a beautiful tapestry of how students learn.