The main purpose of this study is to compare the effects of the Multiple Intelligences based instruction versus traditional instruction on ninth grade students&#039 / physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo / Coulomb&rsquo / s Law&rdquo / , Multiple Choice Physics Achievement test on the content &ldquo / Coulomb&rsquo / s Law&rdquo / , and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo / Coulomb&rsquo / s Law&rdquo / , and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo / strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo / MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo / physics achievement on the content &ldquo / Coulomb&rsquo / s Law&rdquo / with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo / physics attitude toward the content &ldquo / Coulomb&rsquo / s Law&rdquo / with respect to the traditional method.