Studies on the effective teaching of biology have been continuously increasing since the 1800s. New teaching approaches have been purposed and tried out along the way. The multiple intelligences theory (MIT)-based approaches which give more importance to individual in educational settings can provide alternatives for meeting this requirement. An experimental design was used for the study. The study was conducted with 10th grade high school students (Experimental N = 25 and Control N = 25) who were enrolled in classes in Ankara Anatolian High School during the 2004-2005 spring semester. In conclusion, the MIT- based instruction had a statistically significant effect upon the academic success of students and the permanence of teaching process whereas there was no significant effect of the MIT-based instruction on the attitudes of students towards the course.