Abstract This study investigated the role of the multiple intelligences (MI) theory in developing EFL students' achievement in learning vocabulary. The data gathered from first intermediate Saudi female students at AL-Falah School in Riyadh City. The sample of the study consisted of 26 students; 13 for the treatment group and 13 for the control group .The researcher taught the treatment group using strategies based on the MI theory. The control group received regular instruction which relied heavily on verbal – linguistic and logical –mathematical techniques. The researcher collected the data through a pre-post test, vocabulary quizzes, a MI survey, students' perception survey, informal interviews and activity logs. The pre-post test results showed differing levels of achievement within and across each group. Results showed improvement in vocabulary achievement on the post-test in favor of the treatment group, while no significant progress was observed in the control group's achievement on the post-test. It was noted also that the treatment group showed positive reactions towards the tools and activities based on the MI theory and MI homework assignments.