Ever since Howard Gardner(1983) proposed the concept of multiple intelligences, a number of educators and psychologists have sought not just to understand or measure the different kind of intelligences but to use theory to improve learning and teaching. Many educational programs based on the theory of multiple intelligences has been examined. Can multiple intelligences be useful to improve learning and teaching in Korean classroom? The aim of the study was to examine whether multiple intelligences idea can influence the instructional improvement in Korean classroom. Two studies were conducted among 4th-grade (primary-school) and 7th-grade (middle-school) students to test the efficacy of instruction using the linguistic intelligence and musical intelligence as applied to classroom learning and performance. Linguistic instructional model based on recording, word game, storytelling was applied to the language class and musical instructional model based on memory method using rhythm, sense of sound and tune was applied to the language class. In general, linguistic and musical instructional models were more efficient than traditional instructional method on classroom performance among students who were classified as linguistic and musical intelligence type. Moreover, these instructional models were more efficient than traditional instructional method even on the performance of whole classroom.