Ever since the advent of the concept of multiple intelligences, it has been the subject of much interest among researchers and educational authorities. There has also been a considerable amount of controversy among experts as to how it can influence our learning. On the other hand, vocabulary and reading comprehension, as two of the most fundamental elements of language have always been of interest to teachers.Examination of our current understanding of the relationships among MI, reading comprehension and vocabulary knowledge generated from prior studies indicates the need for a richer understanding of this relationship. The present study is an theoretical review and an empirical analysis of Multiple intelligences as predictors of L2 reading comprehension and vocabulary knowledge.