The purpose of this study was to contribute to the academic discussion regarding the validity of Multiple Intelligences (MI) theory through focusing on the validity of an important construct embedded in the theory, that of congruence between instructional style and preferred MI style for optimal learning. Currently there is insufficient empirical data specifically validating the MI theory and its application. If a valid and reliable instrument can measure the impact of congruence or incongruence on learners, then the presence or absence of a "congruency effect" would shed light on the validity of MI theory itself. This study involved the development and field test of an instrument, the Learning-Instruction Congruency Impact Scale (L-ICIS), to test the congruency construct. The methods used in this study consisted of (a) a modified Delphi approach to create the instrument; (b) collection of quantitative data for establishing reliability of the instrument; and (c) collection of quantitative data for determining the predictive validity of the instrument to test the hypothesis that a valid and reliable scale would produce evidence of differential impact of congruence and incongruence among associate degree nursing students as might be predicted by the MI theory. Students' Multiple Intelligences were assessed with the MIDAS scale. Three of the five subscales of the L-ICIS were found to be reliable and produced evidence in support of the congruency construct. [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.]