Abstract: The paper focuses on Geography students’ perception on the implementation of multiple intelligences in a CLIL course designed at the Faculty of Geography, University of Belgrade. It starts with an overview of Howard Gardner’s theory of multiple intelligences and examines its implications for classroom activities, materials design and cross-curriculum teaching. Being cognitively demanding, CLIL tasks require implementation of several types of intelligence. In addition to verbal intelligence, which is prevalent in foreign language teaching, other intelligences that assist in processing of non-linguistic content are also activated. For example, logical-mathematical intelligence is used in problem solving, hypothesizing, collecting and classifying data, whereas spatial-visual intelligence prevails in interpreting and comparing charts and tables. The paper presents survey results of students’ perception on the MI application in a language course. We examined 150 first-year Geography students who attended seven CLIL classes in which multiple intelligences were applied. The survey instrument was the explorative questionnaire designed to examine perceptions of Geography students on the MI application in a CLIL setting. The data obtained from the survey demonstrate that the use of specifically designed teaching materials and tasks, which involve problem-solving, creative and critical thinking, fosters effective learning of both foreign languages and content and enhances students’ motivation.