Campbell and Campbell (1999) proved that to be one predictor of success for them in learning, school’s mission, culture, and curriculum is to promote intellectual diversity. This is one of the principles of the multiple intelligence approach for effective teaching and learning. This approach can take many formats and can be implemented in many different ways and at many different levels. Once multiple intelligence-based activities are integrated into the educational programs, it offers students some powerful opportunities to come alive with other learners who have achieved competence in the specific disciplines. It can aid teachers in effortlessly, more personalized as well as diversified instructional experiences. it fosters meaningful metacognitive understanding, for a broad range of diversified learning skills techniques. and gives value on students inherent levels of motivation through their natural talents. and help promote academic freedom, interactive and smooth flow of concepts in the classroom. This chapter presents a review of related literature and other studies relevant to the present study. Selections from different books, periodicals, journals, and articles found on the internet were carefully collated to support the said study. For more than hundreds of years, human beings have been the focus of various scientific studies in order to understand how individuals think, how they perceive, understand, predict, and manipulate a world far larger and more complicated than itself. In about 335 B.C. Aristotle wrote, …of all the animals, human has the biggest brain in proportion to his size. Still, it was not until the middle of the 18th century that the brain was widely recognized as the seat of awareness. The human brain is a super system composed of many mutually interdependent, internally specialized subsystems. The cerebral cortex of a human brain is composed of fifty-two areas per hemisphere and has a very complex architecture. The human mind’s architecture has levels of the organization.