This paper is about to explore the effect of multiple intelligence theory based instructions on 8th grade students’ academic achievements in the subject of general science. Multiple intelligence is significant as it provide friendly learning environment to students and variety of ways to assess student’s achievement. The present research is true experimental in nature and pre-test post-test with control group design was used. Multiple choice achievement test on the content of general science, multiple intelligence inventory, and multiple intelligence based general science achievement rubric were used as research instruments in this research. Present research was carried out in educational year 2020-2021 in Gujranwala Division Punjab, Pakistan. Participant of the research were comprised of 64 8th grade students’ of Govt. High schools No.1 Hafizabad, Punjab. Participants were divided into two groups 32 in experimental group and 32 in control group on the basis of pre-test result. Students’ of experimental group were assembled according to their intelligence such as Linguistic/Verbal, Logical/Mathematical, Visual/Spatial, Bodily Kinesthetic, Interpersonal, Intrapersonal, Musical Rhythmic and Naturalistic Intelligences. Students of experimental group were taught by researchers themselves using lesson plans based on multiple intelligence theory based instructions prepared by the researchers, while students of control group were taught through traditional method of teaching. The research was continued for two and half months including Pre-test, intervention period and Post-test. The results exposed that there is a significant mean score difference between traditional method of teaching and multiple intelligence theory based instructional method of teaching. Researchers recommend that multiple intelligence theory based instructional method of teaching might be implemented to fulfill the needs of 21st Century student’s.