This research aims to assess qualitatively the negative and positive reflections emerged during real-class implementations of activities selected from learning areas of primary school 7th grade curriculum and that are designed based on Multiple Intelligence Theory (MIT). The research that was conducted based on case study method was carried out with two maths teachers, in two different schools, one for each class, with their 54 students and took 51 class hours. Data were gathered from interviews, observations, and students’journals. The data was analyzed through descriptive analysis technique. Evidence was found that as positive reflections of this teaching process, those that it facilitated learning and ensured permanent learning, and asnegative reflections, was not suitable for every maths subject and the anxiety that this process could decrease students’ success rates in central exams could be shown.