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This action research project evaluated a program for decreasing the gap in achievement levels among primary and secondary level students in the targeted schools. The subjects, from various cultural and socioeconomic backgrounds ranging from lower to upper-middle class, were students in Chicago city and suburban public and Catholic schools. The problem of the discrepancies in achievement levels was documented through standardized tests, teacher grade books, and teacher observation. Based on current ideas in educational literature and on-site teacher interviews, it was determined that probable causes for this problem included traditional views toward teaching and learning, lack of active student involvement, curriculum mandates, and time restrictions. Intervention based on teaching with the multiple intelligences and incorporation of teaching strategies such as cooperative learning groups, projects, and metacognitive processing, will determine if discrepancies in achievement levels will be minimized. Assessments supported the use of multiple intelligences strategies at both the primary and secondary levels. Twenty-one appendices include parent multiple intelligences checklist, teacher survey and interview form, student multiple intelligences checklist, primary interpersonal and intrapersonal activities, and activities related to each of the seven intelligences. Contains 50 references. (Author/SD)