The purpose of the study was to investigate the effects of cooperative learning based on multiple intelligence Theory on academic achievement and learning attitude. The hypotheses were as follows: Hypothesis Ⅰ: There would be significant difference of the academic achievement among Cooperative learning based on Multiple Intelligence Theory, Cooperative learning and Teacher centered learning. Hypothesis Ⅱ: There would not be significant difference of learning attitude among Cooperative learning based on Multiple Intelligence Theory, Cooperative learning and Teacher centered learning. The subject for this study were 123 6th grade students selected of O elementary school located in Busan. The subjects were classified into three groups: 41 studens were participated in cooperative learning sets based on Multiple Intelligence Theory sets, 41 students were participated in cooperative learning sets, and 41 students were participated in teacher centered learning sets. In order to verify the effects of the experiment, the post-academic achievement thesis and the post-learning attitude tests were administered after treatment and their result were analyzed one way ANOVA and t-test. The following one the results of this study: The cooperative learning based on multiple intelligence Theory method produced higher academic achievement than other two groups. That is, the cooperative learning based on Multiple Intelligence Theory group showed higher academic achievement than cooperative learning group and teacher centered learning group. The cooperative learnig based on Multiple Intelligence theory showed better learning attitudes than other groups. In conclusion, the cooperative learning based on Multiple Intelligence Theory were more effective than Cooperative learning and Teacher centered learning on between academic achievement and learning attitude. Finding of the study suggests that the cooperative learning based on Multiple Intelligence Theory be considered as the instructional principles for the improvement of instructional quality.