The current study aims to explore the effect of Multiple Intelligence Theory Based Instructions on 8th grade students’ academic achievements in the subject of general science. Current study was carried out in educational year 2020-2021 in Gujranwala Division Punjab, Pakistan. The Participant of the study were comprised of 64 8th grade students of a Govt. High school No.1 Hafizabad Punjab, Pakistan. The Participants were divided into two groups equally in experimental group and in control group. Pre-test was administered to the both group at the same scenario with same conditions. Student’s of experimental group were assembled according to their prominent Multiple Intelligence such as Linguistic/Verbal, Mathematical/Logical, Spatial/Visual, Bodily Kinesthetic, Interpersonal, Intrapersonal, Musical Rhythmic and Naturalistic Intelligences by using multiple intelligence inventory. The experimental groups were taught by using lesson plans based on Multiple Intelligence theory-based instructions while students of control group were taught by using traditional method of teaching. Duration of the treatment which was given to the experimental group was two and half months including the conduction of pre and post-test. The current study was quasi experimental in nature and pre-test post-test with control group design was used. Multiple Intelligence Inventory, Multiple Choice Achievement test based on the content of General Science two research instruments were used for data collection one was adopted and the other was self-developed consists of fifty items. Reliability and validity of the tools were ensured through the experts’ opinion. At the end mean scores of both the groups were analyzed by using Statistical Packages for Social Sciences (SPSS) by applying independent sample t-test and paired sample t- test. Findings of the research shows that there is a highly significant mean score difference between traditional method of teaching and Multiple Intelligence theory based instructional method of teaching. Students of experimental group achieved high score in posttest as compare to students of control group. It is recommended that curriculum of General Science should be developed by considering Multiple Intelligence theory based instructional method of teaching. It is also recommended that lesson plans of Elementary General Science should be developed by Quaid Academy by keeping in view Multiple Intelligence theory based instructional method of teaching. Consequently, teachers should be trained accordingly. Finally, this research may be extended up to secondary and higher secondary level and on all the subjects by using different research methods.