The present study aimed to investigate the effectiveness of using multiple intelligences supported project based Learning and participatory learning in developing EFL receptive skills and English language learning satisfaction among prospective teachers at the Faculty of Education. The design of the study was a mixed research methodology. It combined both quantitative and qualitative methods of collecting data. The participants of the study were fifty (N= 50) students enrolled in the third -year English section at the Faculty of Education, Benha University, Egypt. They were tested before and after the treatment. They were taught through using multiple intelligences supported project based learning and participatory learning. The instruments of the study included an EFL receptive skills test, an English language learning satisfaction scale and a semi-structured interview. The results of the study revealed a statistically significant difference between the mean scores of the study participants in the pre and post administrations of the EFL receptive skills test and English language learning satisfaction scale in favor of the post administration. These results were ascribed to multiple intelligences supported project based learning and participatory learning.