One of the most compelling, yet controversial new approaches to educational reform is Multiple Intelligences Theory, or MI. Recent advances in cognitive science, developmental psychology and neuroscience suggest that each person's intelligence is actually made up of autonomous faculties that can work individually or in concert with other faculties. Motivation has, on the other hand, been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language learning. According to Gardner (1985), there are two types of motivation: integrative and instrumental. An integratively motivated L2 learner shows interest in learning about the culture and the people of the target language, whereas an instrumentally motivated learner has more pragmatic considerations in his/her mind regarding L2 learning, such as obtaining a job or earning more money. Researchers (Arnold and Fonseca, 2004; Christison, 2005) argue that the base of intelligence and the type of motivation a learner possesses, affects the ways s/he favors certain materials and the ways s/he learns them. This study is an attempt to provide empirical evidence to the possible relation between the type and the base of intelligence and motivation, and learners’ satisfaction of EAP textbooks through the analysis of the data obtained from Student Textbook Evaluation Questionnaire, Multiple Intelligences Development Assessment Scales (MIDAS) Questionnaire, and Gardner's Motivation Test Battery (MTB). The results of the study showed that all the bases of intelligences could be found among the EAP students but logical-mathematical, spatial and interpersonal intelligences had the highest rates. The students were also instrumentally motivated and were somehow dissatisfied with their textbooks. Their dissatisfaction can be traced to the design, exercises and content of the textbook.