Introduction: Education is a complex social, cultural and ethical process designed in a social or cultural context. It is related with social structures, cultural environments, values and ideals of people, society and the government. All these factors are dynamic. By all these the definition of teaching has been changing depending on time, place and society. Good teaching may be designed to affect maximum learning. The distribution of intelligence is follows Individual differences in all human beings. By understanding the various factors of intelligence a teacher can understand how to empower the intelligence of the students. Aim/Objectives: The purpose of this study is to understand the intervention of multiple intelligence theory in the modern teaching approach among the primary and upper primary teachers of ICSE schools and SSC schools of Hyderabad. Main focus of this study was to identify the components of multiple intelligence theory embedded in the teaching of content. Method: The tool was designed with utmost care to elicit responses from teachers in order to validate the degree to which they are using due components of multiple intelligence in their daily class room teaching. Sample: The samples on which the study was administered are a total of 80 teachers, 40 from primary and 40 from upper primary both from ICSE and SSC school in and around Hyderabad. Conclusion: The study revealed that there is no significant difference in the intervention of multiple intelligence theory among the primary and upper primary teachers of ICSE and SSC Schools.