<p>Multiple intelligences-based strategies have been shown to enhance student engagement, address diverse learning needs and improve academic performance. This study examined how Ghanaian language teachers apply multiple intelligences (MI) strategies in their instructional practices. A sequential explanatory design was adopted, using purposive sampling to involve 262 Akan language teachers from basic schools. The findings revealed a discrepancy between teachers’ perceived and actual understanding of Multiple Intelligences Theory (MIT). Although teachers demonstrated high awareness of MIT in the quantitative phase, qualitative results exposed significant knowledge gaps. Linguistic intelligence was applied more frequently than other intelligence types, which were less utilised and often employed unconsciously. Gender and professional experience significantly influenced the application of logical-mathematical and spatial intelligences. The study highlights a gap between teachers’ awareness of MIT and their practical implementation of its principles in the classroom. It therefore calls for targeted professional development to strengthen teachers’ practical understanding of MI strategies and to promote more inclusive, differentiated instruction in Ghanaian language education.</p>