The descriptive-qualitative study determined the multiple intelligences, self-concept and academic performance among college students. The study involved randomly selected junior college students enrolled in various degree programs at the different Colleges at the West Visayas State University, AY 2002-2003. This investigation utilized a researcher-made data-gathering instrument, which was face, content, and construct validate. These validated researcher-made Multiple Intelligences Indicator Scale (MIIS), Multiple Intelligence interview questionnaire, and Self-concept Inventory adapted from the Department of Educational Research and Evaluation Services of New York, were administered to the participants. The investigator utilized the Permanent Scholastic Records for their Grade Point Average (GPA)s using the West Visayas State University Rating System as gauge of their academic performance. The students' GPAs of the final grades for five semesters were secured from the Office of Admission and Records of the University. Descriptive statistics used were frequency count, percentages, means descriptions, ranks, and standard deviation. For inferential statistics, t-test, Analysis of Variance (ANOVA), and Pearson's Product Moment Coefficient of Correlation (Pearson's r) all set at .05 alpha level of significance were employed. All statistical computations were computer processed through the Statistical Package for Social Science (SPSS) Software. Study results revealed that the majority of the junior college students enrolled at West Visayas State University had "very high" interpersonal intelligence when grouped according to gender and college. Generally, participants manifested "positive" self-concept and revealed good academic performance. Significant differences existed in the multiple intelligences of bodily/kinesthetic and logical/mathematical college students when grouped according to gender and all the others, the musical/rhythmical, verbal/linguistic, visual/spatial, interpersonal, intrapersonal, and naturalistic were not significant when grouped according to college. Significant differences existed in the self-concept of the college students when grouped according to gender and colleges.Significant differences existed in the academic performance of the college students when grouped according to gender and college in favor of the females. Significant correlation existed between the multiple intelligences and self-concept; however, between multiple intelligences and academic performance significant correlation existed only in musical/rhythmical, bodily/kinesthetic, and interpersonal while all the others, the logical/mathematical, verbal/spatial, intrapersonal and naturalistic are not significant.