The aim of the present study was to analyze two course books series of Iraqi-Kurdistan and Iranian high schools ELT course books in light of the Theory of Multiple Intelligences (MI) proposed by Howard Gardner (1983). The conversations, grammar and reading comprehension activities of the above course books were analyzed based on an MI checklist prepared and used by Christison et al. (1996) to examine where they included and engaged multiple intelligences. The intelligence profile of individual activities, course books and finally each series of the course books were specified and presented. The most frequently engaged types of intelligences in Iraqi-Kurdistan high school ELT course books were observed to be verbal/linguistic, logical/mathematical, spatial/visual, intrapersonal, and interpersonal. The most common types of intelligences engaged in students by Iranian high school ELT course books were observed to be verbal/linguistic, logical/mathematical, spatial/visual, interpersonal and intrapersonal intelligences the same as Iraqi-Kurdistan course books engaging five types of intelligence although different in the volume and number of activities. The frequency of distribution for multiple intelligences among the two series were compared using Chi-Square test and the results indicated a significant difference of distribution among the two mentioned course books. The results of the study can be applied in the instruction of the mentioned course books to engage MI
