Abstract This article intends to describe the study that has been conducted on the implementation of Multiple Intelligences theory in science classroom to show that multiple intelligences are really existed. The study was conducted in senior high schools in Banjarmasin by applying quasi experimental method using pretest-posttest control group design. The development of students‘ multiple intelligences was measured by using Multiple Intelligences (MI) test, while students' understanding of science concepts was evaluated by achievement test. The differences of students‘ multiple intelligences between control and experimental group was analyzed by Wilcoxon Sign Rank test. The differences of students’ achievement on chemistry was tested by using the independent t-test. The results showed that significantly, integration of MI theory in a relatively simple cooperative learning model such as Think Pair Share (TPS) and Number Head Together (NHT) is able to develop students’ multiple intelligences. Types of growing intelligence varies from interpersonal intelligence, visual spatial, intrapersonal to linguistic intelligences. Not only multiple intelligences, students’ understanding of science concepts develops as well. The development of various types of students‘ intelligence shows that the intelligence of human beings is not only limited to mathematical logic and linguistics, but much more complex. Based on these results it can be concluded that practically, integration MI theory in simple cooperative learning models is able to increase the effectiveness of those models. Theoretically, development of some types of multiple intelligences after implementing MI theory not only proofs that multiple intelligences are really exist, but also change paradigm of intelligences from single intelligence to multiple intelligences. Keywords: intelligences, multiple intelligences, students' understanding of science concepts.