Starting from the theory of multiple intelligences and its pedagogical implications, the paper is based on empirical analysis of knowledge acquisition of the teaching unit ''Respiratory System''. In this study participated 71 eighth grade students, deployed in four classes, from Primary school Braće Radića Pakrac. There are 37 male and 34 female students. One group of students was marked as a control group and the teaching in their group was conducted in a classical manner. The students of the experimental group were taught according to a new modern method of work based on the Gardner's theory of multiple intelligences. Students filled out the questionnaire which was used to divide them into groups according to dominant intelligence. At the beginning of the lesson they solved the initial test to determine their knowledge level. At the end of the class they filled out a final test to verify their knowledge acquisition and an evaluation questionnaire to determine the student's attitude about the teaching methods. By analyzing the results of the final test for proficiency of knowledge, students from both the experimental and control groups showed greater proficiency in the knowledge test regarding to the initial test (p <0.01). In the evaluation questionnaire the students evaluated the realized lessons mostly by the highest grade. Multiple intelligence theory implies that it is up to the teacher to recognize and evaluate the student's integrity, their talents and skills, and not just to be focused on knowledge acquisition.