Before my introduction of the theory, I would like to address our Malaysian school education system. The Malaysian education system encompasses education starting from pre-school to tertiary education or university. Between both of them, there are different levels of schooling: primary education, secondary education and post-secondary education. This system is designed to create Malaysian citizens who are capable and knowledgeable, own high moral standards, and is responsible and competent of attaining a high level of individual well-being as well as to dedicate to the improvement of the family, society and country at large. According to Goodlad (1984), much of the work was done by the students was in the formula of responding to orders in workbooks or worksheets. So, Armstrong (cited in Fogarty & Bellanca, 1995) said that the schools have become ‘worksheet wastelands’ because there are full of paper and pencil tasks (Majid, Mahamad Jafre & Khairul, 2012). The theory of multiple intelligences wasn’t based on tests or school work. So the school has likely lost the main idea of the multiple intelligences if the students cannot easily realize that the activity is related to something that’s valued in our world (Checkley, 1997). In the current education system in the world, most of the schools focus on Linguistic Intelligence and Logical-Mathematical Intelligence. They tend to use these two intelligences to measure students’ level and their cleverness. So the students who do not perform well in these two intelligences will feel bad because they might not get the attention from the people. Besides, majority of the companies would like to hire those fresh graduated students who do well in linguistic intelligence and logical-mathematical Intelligence. Gardner's Multiple Intelligence Theory may not rectify anything in our society; however, integrating the multiple intelligences in a curriculum that is established on comprehension and