The effect of implementation of multiple intelligences on language arts curriculum in middle schools is examined through the lens offered by middle school language arts teachers who have implemented multiple intelligences in their classrooms. Four broad domains were the focus of the study: student performance, pedagogy, curriculum and assessment, so conclusions about change in curriculum covered all curricular areas. Thirteen research questions were the focus of the twenty-eight question questionnaire used to collect findings concerning change, and these questions were taken from reading works by Howard Gardner and others closely aligned to multiple intelligences. The study included observations and interviews to support findings and enhance teachers' perspectives on the four broad domains studies.