The aim of this study is twofold; first, to introduce Howard Gardner’s Multiple Intelligences (MI) theory and its impact on education in relation to foreign language teaching and learning, and, second to analyze and prove that this innovative theory and its related educational framework has the potential to facilitate vocabulary acquisition and retention in EFL primary classes in Hungary. A total of 60 students selected from the researcher’s two English classes at Vörösmarty Mihály Primary school in Debrecen participated in the study. The subjects were randomly assigned either to an experimental group that was taught using the ideas based on Gardner’s Multiple Intelligences theory in order to acquire vocabulary or a control group which received traditional teaching methods on vocabulary. At the research period of three weeks, the data were collected through a Multiple Intelligences Profile questionnaire on both the teacher’s and the students’ multiple intelligence strengths and weaknesses, a vocabulary pre-test, an immediate vocabulary post-test and a delayed vocabulary test. The result of the study revealed that students taught through Multiple Intelligences-based methods demonstrated more success in vocabulary acquisition and retention, than those who were exposed to traditional methods. I hope teachers and students will develop preferences for using techniques based on the Multiple Intelligences theory in second language vocabulary teaching and learning after getting familiar with the outcome of my research.