This quasi-experimental study, using a one group pre-test post-test design, looked into the effect of Gardner`s Multiple Intelligences Theory, on the oral communication skills proficiency of 30 ECE pupils belonging to the Special Mentoring and Research Team (SMART) class of the WVSU Intergrated Laboratory School (Elementary). Qualitative data were obtained through the use of the Oral Communication Skills proficiency checklist, a researcher-made, jury-validated instrument used both in the pre-tests and post-tests. Means, standard deviations, and the t-test for dependent and independent samples were the statistical tools employed. Significance level was set at .05 alpha. The participants` verbal comments, dialogic interactions, and self-muttering they expressed upon rotative exposure to the eight MI Centers, provided the qualitative data for the study. This was augmented by still pictures, video camera, and observation notes by the researcher and the research assistants. Study results revealed that the pupils' oral communication skills proficiency shifted from "slight" to "moderate" extent after the intervention, posting significant differences when they were grouped according to their probable learning rate scores and gender. Qualitative data analysis generated an overwhelming flow of English, Filipino and vernacular responses which uniquely elicited verbal manifestations leading to the enhancement of the pupils` oral communication skills proficiency.