With the diversity of learners, identifying their multiple intelligences and vocabulary levels has a significant contribution to the academe. The study, which employed mixed methods, aimed to determine the multiple intelligences and the vocabulary level of the teacher education students enrolled in a state university in the Philippines. The quantitative data were obtained using the MIDAS-24 and the validated vocabulary test; while the qualitative data were obtained from interviews and some documents. The numerical data were processed considering the percentage, mean, standard deviation, and ANOVA, using the SPSS software. The text data were subjected to qualitative analysis, such as documentation, and coding and categorization. The findings revealed the following: (a) considering the multiple intelligence(s) they possessed, the students were grouped into seven clusters, where the most number of them had interpersonal intelligence; (b) when considered as a whole and when classified according to their multiple intelligences, they had an “average” vocabulary level, or they had a limited vocabulary; and (c) no significant difference existed in their vocabulary levels when grouped according to multiple intelligence classification. The results then served as bases on the development of instructional materials designed to complement the students’ multiple intelligences and to improve their vocabulary.