This research was conducted to demonstrate the benefits of including Multiple Intelligences protocol in standard school curriculum. This study addressed the inclusion and the implementation of the dance as a component of the multiple intelligences (MI) theory and how it can be used to address some of the issues associated with academic stress. The theory commends a conceptualization of the learning process by offering an alternative to standard instructional methods. In this process, the study disclosed how dance, as a component of MI (kinesthetic bodily movement), can selectively be used to reduce academic stressors. The concept of learning in a healthy environment has been displaced with the preoccupation of standardized tests. Simply re-sighting what has been taught should not be the only form of instruction. The total experience of learning should fulfill the needs of the student, not the statistical goals of government funded programs. As research progresses, it has become more apparent that the concepts of learning and intelligence should be treated as variables that are unknown until the very moment of discovery; the moment that an individual discovers that he or she is cognizant of something. The researcher sought out to determine if student academic stress could be reduced by using various models of pedagogy instead of fixed standard curriculums in daily instruction. This study explored the definitive relationship and benefits of engaging the full capacity of a student’s potential by not stifling the choices of learning. The purpose of this study was to discover the relationship that existed between the two.