Together with the constructivist approach, many new trends, methods and techniques have been used in Turkish teaching environments as a foreign language as well as other educational environments. The differences in the individuals' learning speeds, problem-solving skills, perception styles, comprehension capacities showed that the concept of intelligence is not unique and encompasses different learning areas as well. Based on this idea, the multiple intelligence theory putting forth that each individual has various degrees of intelligence was introduced by Howard Gardner in 1983. In this study, it was aimed to examine the textbooks used to teach Turkish as a foreign language in terms of the multiple intelligence theory. To attain this goal, Istanbul B1-B2 level Turkish for foreigners book set (textbooks and workbooks) prepared by Kultur Sanat Printing House were analysed. In the resarch, document analysis technique was used in accordance with the descriptive analysis method, wich is one of qualitative resarch methods. The document analysis involves the analysis of written materials that contain information about the phenomenon or facts intended to be investigated. Based on the findings of the study, it was found that the most logical-mathematical intelligence type was used at the two levels in both textbooks and workbooks, while the least naturalistic intelligence and visual spatial intelligence type were used. It was also revealed that intrapersonal and bodily-kinaesthetic intelligence types were never used in the books.
To teach Turkish as a foreign language, multiple intelligence