Abstract The multiple intelligences theory (MIT) represents a type of pedagogy that seeks complete learner development. This study exploits the potential of the MIT to enhance Saudi EFL university students' reading comprehension. It is based on the premise that effective reading instruction should involve students' multiple intelligences (MIs) that are potentially existent in every learner. The researcher utilized the pretest-posttest control group design in the study. The experimental group included (35) students from two classrooms, and they were taught reading through the MIT. The control group included two other classrooms (38 students), and they got conventional reading instruction. The researcher followed a MI-teaching strategy that enabled the students with different intelligences to interact with the reading activities and materials, maximize on their strengths, and strengthen their weaker intelligences. The study results demonstrated that MI-based reading instruction improved the students' performance in overall reading and each reading skill. It is concluded that understanding the sorts of MIs assists instructors better comprehend and instruct their students. When assessing students' language proficiency, EFL teachers should respect the varied differences between them. In addition, they should concentrate on student strengths while also considering a larger spectrum of ability levels.