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This study examined how vocabulary teaching and learning based on the Multiple Intelligences(MI) Theory can affect Korean middle school learners’ reading comprehension, vocabulary recall/retention, and several affective factors. The experiment was conducted with 106 articipants (experimental group with 71 and control group with 35) out of total 176 third grade middle school students. The experimental group was involved in the seven-week intervention of vocabulary instruction based on the MI Theory. The assessment of MI based on K-MIDAS was used to obtain individual student’s MI profile and a questionnaire test was used to find the affective factors. The results are as follows: First, there was a significant difference in the academic achievement for reading comprehension between the experimental group and control group; Second, the students in the experimental group had higher scores in vocabulary recall/retention test; Third, the results of questionnaires showed that the students in the experimental group became more positive in respect to self-confidence and class participation than those in the control group. Findings suggest that teaching vocabulary using different activities based on students’ strong intelligences is a desirable way to develop their English reading comprehension and to motivate students to study English harder. (Chungryul Girls’ Middle School․Kongju National University)