The theory of multiple intelligences (MI), developed by Howard Gardner, is of great importance both for EFL teachers and teachers in general because it gives them a better perspective into their students' thoughts, needs, and ways of learning. In order to understand MI and be able to apply it in their classrooms, teachers have to be aware of it, and gain enough education related to this theory. This thesis shows the results of the research conducted in order to examine pre-service EFL teachers' awareness of Gardner's multiple intelligences theory, their attitudes towards its implementation in the EFL classrooms, and their most common types of intelligences according to the results of an MI Inventory. Participants in the study were first, second, third, fourth, and fifth year students of the integrated undergraduate and graduate teacher education studies of the following faculties: Faculty of Teacher Education, University of Zagreb and Faculty of Humanities and Social Sciences, University of Zagreb. The participants were asked to complete an online questionnaire comprised of three parts. The first part collected their bio data, the second was constructed as an MI Inventory, and the third one examined the participants' awareness of, and attitudes towards the theory. The obtained data were analyzed quantitatively and qualitatively. The results indicate that the majority of the participants are fairly aware of the theory and they mostly have positive attitudes toward implementing it in the EFL classrooms. They also showed that the two intelligences identified by most participants as predominant are interpersonal and intrapersonal intelligences.