The present study aimed to investigate the effects of utilizing Problem-Based Learning on children's multiple intelligences and to examine their multiple intelligence development and performance while receiving PBL. The participants were nineteen children in a kindergarten in Taoyuan. The qualitative data were collected by observation, reflection diary, interviews, worksheets, and parents feedback. The results revealed that children observe butterflies and pupa in various aspects and find out possible methods to solve problems in groups. The findings of the present study indicated that through PBL, children actively asked others to confirm the reliability of the information and resources and infered the conclusion by analyzing acquired knowledge. The findings also showed the PBL could enhance preschoolers development of multiple intelligences and indicated that PBL can be implemented in preschools. Based on the results, some pedagogical suggestions are proposed to education apreschool teachers and future researchers.