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This paper will discuss learning style theory and Gardner’s theory of multiple intelligences. These theories have been influential on educational practice in recent years and they have offered potential solutions to educators in addressing issues of student disengagement and educational underachievement. However, this paper argues that both learning style theory and the theory of multiple intelligences should be treated cautiously. The paper explores both the strengths and limitations of each theory and concludes that there is insufficient convincing evidence to support their use in shaping pedagogy.