DIVERSITY IN LEARNERS’ INTELLIGENCE PROFILES WAS HERALDED BY THE ADVENT OF MULTIPLE INTELLIGENCES (MI) THEORY. TEACHERS, HOWEVER, DO NOT ALWAYS RECOGNIZE THE INTERESTS, TALENTS, AND POTENTIALS OF THE STUDENTS. TEXTBOOKS AS THE MAIN CURRICULUM PLANS AND GUIDES IN IRAN’S EDUCATIONAL SYSTEM ARE EXPECTED TO RECOGNIZE AND CATER TO THE DIVERSE STUDENTS AS INDIVIDUALS AND HENCE THEIR INTELLIGENCES. THIS STUDY WAS MOTIVATED BY A QUERY AS TO WHETHER ESP TEXTBOOKS PUBLISHED BY THE ORGANIZATION FOR RESEARCHING AND COMPOSING UNIVERSITY TEXTBOOKS IN THE HUMANITIES (KNOWN AS SAMT) ACCOMMODATE INTELLIGENCE DIVERSITY OR THEY ARE AN EXCLUSIVE PROVINCE OF LINGUISTIC INTELLIGENCE. IN AN ATTEMPT TO SEE TO THE EXTENT TO WHICH THE ESP TEXTBOOK ACTIVITIES ADDRESS AND ENGAGE DIFFERENT INTELLIGENCES, A SAMPLE OF THEM WERE ANALYZED IN THE LIGHT OF MI THEORY. MORE SPECIFICALLY, EIGHT ESP TEXTBOOKS WERE SELECTED RANDOMLY SOME AMONG 34 ESP TEXTBOOKS PUBLISHED BY SAMT ACCORDING TO BIGLAN'S (1973) EIGHT ACADEMIC TASK AREAS, THAT IS EACH TEXTBOOK WAS RANDOMLY SELECTED FROM AND BELONGED TO ONE AREA. ACTIVITIES IN EACH TEXTBOOK WERE EXTRACTED AND EVALUATED USING A DETAILED CHECKLIST DEVELOPED BY THE CURRENT RESEARCHERS DRAWING ON THE RELEVANT LITERATURE AND THEORETICAL DESCRIPTION OF EACH INTELLIGENCE AND POSSIBLE ACTIVITIES. THE EVALUATION INDICATED THAT TEXTBOOK ACTIVITIES GENERALLY INVOLVED FOUR INTELLIGENCES: VERBAL/LINGUISTIC, INTRAPERSONAL, LOGICAL/ MATHEMATICAL AND SPATIAL/VISUAL. THUS, AS REGARDS INTELLIGENCE DIVERSITY, IT SEEMS THAT SAMT ESP TEXTBOOKS ARE NOT RESPONSIVE TO THIS DIVERSITY AND VERBAL/LINGUISTIC, INTRAPERSONAL, LOGICAL/ MATHEMATICAL INTELLIGENCES PREVAIL DOMINANTLY IN THE TEXTBOOKS REGARDLESS OF THE ACADEMIC AREA OF STUDY. SPATIAL/VISUAL PRESENTED ONLY 1 % OF THE ACTIVITIES AND OTHER ACTIVITIES UNIFORMLY INVOLVED 99% OF VERBAL/LINGUISTIC, INTRAPERSONAL, LOGICAL/ MATHEMATICAL INTELLIGENCES. ALTHOUGH THE TEXTBOOKS WERE DEVELOPED FOR STUDENTS OF DIFFERENT ACADEMIC AREAS, THERE WAS NOT ANY DIFFERENCE IN THESE TEXTBOOKS BASED ON THE IMPLICATION OF THE INTELLIGENCES. PEDAGOGICALLY, THE FINDINGS CARRY THE IMPLICATION THAT POLICY MAKERS, MATERIAL DEVELOPERS IN GENERAL, AND SAMT IN PARTICULAR CONSIDER THE NECESSITY OF THE APPLICATION OF ALL INTELLIGENCES IN TEXTBOOKS. WHAT’S MORE, DUE TO THE FACT THAT MI THEORY CONSIDERS LEARNERS’ POTENTIALS, STYLES AND DIFFERENCES IN INTELLIGENCE PROFILES, TEACHERS CAN CONTRIBUTE MI THEORY GREATLY TO TEACHING BOTH IN EFL AND ESL CONTEXTS. ...