The Multiple Intelligences Theory (MIT), proposed by Gardner (1983), claims that there are at least eight different human intelligences. This new view of intelligence with emphasis on learner variable has been used in language learning and teaching settings. The theory stresses that if individual differences are taken into account and classroom activities are diversified, language learners can better improve their language skills. The present study investigates possible relationship between L2 learners’ multiple intelligence (MI) and their writing performance. Thirty three female homogeneous Persian speaking EFL learners participated in the study. The instruments used were the Multiple Intelligence Developmental Assessment Scales (MIDAS), an instrument designed by Shearer in 1996, and the participants' average scores on two writing tasks, as an index of writing products. The correlational analysis of the results revealed a statistically significant relationship between participants' MI and their performance on writing. Furthermore, the results of regression analysis showed that among all eight intelligences, linguistic intelligence is the best predictor of writing performance. The findings suggest English teachers to consider the role of MI in classes and provide more effective activities to help students improve second language writing ability. Possible implications of the findings for language teaching and teaching writing have been discussed. Key words: Multiple Intelligence Theory (MIT), writing skills, Multiple Intelligence Developmental Assessment Scales (MIDAS),
