Abstract: This dissertation explores the utility of multiple intelligence theory in architectural pedagogy, proposed by cognitive psychologist and educationist Howard Gardner. By assuming that students' skills are broadly homogenous and that the experience of studio system affects all students in a similar manner, architecture schools tend to privilege a narrow section of students with limited skill sets. Gardner contends that the current education system needs to foster multiple intelligences (that include interpersonal, kinesthetic, musical and so on) which are currently ignored. Hence, multiple intelligences intelligences as an explicit pedagogical tool is proposed in this dissertation to help instructors and students value diversity in design thought, empathize with the variations of individual strengths, and implement more inclusive teaching tools in studio settings. There are three main contributions of the project: first, to develop appropriate methods for measuring multiple abilities in architecture; second, to identify not only domain-specific intelligences but also task-specific intelligences as diagnostic tools for architectural design; and third, to explore implications of design intelligences to prevailing design pedagogy, studio models, practice, and cognitive intelligence theories. Participants of the study included approximately 100 students in the second year studio of the School of Architecture and Urban Planning, UWM. A mixed method was used consisting of a quantitative survey to measure architectural domain-specific intelligences, and a qualitative protocol study to assess task-specific intelligences. The study is conducted in the context of three studio projects so that relationships between intelligences and architectural tasks could be explored. The findings indicate that architecture students excel in spatial and intrapersonal intelligences. Spatial, natural and logical intelligences were given the most importance in the studio and no single intelligence predicted studio success. Rather an overall consistency in most intelligences is desired. Other intelligences also surfaced as important to architectural design. These include personal intelligences (intrapersonal and interpersonal), kinesthetic intelligence along with a new intelligence called the eye-mind-hand coordination scale. Because, several intelligences are involved in architectural design a loose-fit definition of architectural intelligences is proposed. The study also revealed three groups of students, based on how they applied their multiple intelligences: the broad and rigid designers, the narrow and rigid designers and the broad and adaptive designers. The final scale that emerged out of this dissertation is called Architectural Design Intelligence Assessment Scale (ADIAS) to form a diagnostic tool in architectural pedagogy, admissions and practice. It comprises nine domain-specific intelligences (93 items) and seven task-specific intelligences (21 items) that could be used by design instructors, students or practitioners to measure multiple intelligences.