The purpose of the study was to explore teachers' awareness, attitude and their practicesrntowards multiple intelligences (MI) in education. The data were collected from Dembirngovernment primary school from the principal, teachers and students via semi-structuredrninterviews, and observation and analyzed using qualitative method of analysis. Relevantrnrecordings about school setting were also analyzed The participants for interview werernselected purposely based on their willingness, professional competence andrnresponsibilities. Thirteen participants i.e. the school principal, eight teachers and fourrnstudents from grades 5-8 each from specified grades were interviewed The resultrnrevealed that teachers' awareness towards MI in education was varied but confined tornlimited markers of Ml The study confirmed that teachers have good understanding ofrnchildren's diverse strengths/aptitudes in relation to education mainly in terms of analyticrn(linguistic and logical/mathematical), interpersonal, kinesthetic, and visual/spatial butrnshowed reservation about their awareness of, Musical and Naturalist intelligences.rnMoreover, teachers have desirable attitude towards and implementing MI in education.rnOn other hand, teachers' practices to approach a subject matter from MI perspectivesrnwere very low and efforts to provide opportunities where learners participate accordingrnto their aptitudes/ strengths were ignored The findings indicate that students usuallyrnconfined in classrooms to acquire information or facts of subject mailer verbally and thernlearning experiences did not accommodate the diverse students. Consequently, forrninstance students who were not attentive to the verbal transmission of subject mailer andrnfound practicing other things were discouraged both by teachers and students. Possiblernallempts have been made to identifY those factors for teachers' failure in practicing MI inrneducation. These were absence of training, giving due attention to coverage of the coursernand lack of understanding on MI in education. Finally, possible solutions were proposedrnto improve the observed problems and to enhance the awareness of teachers