The purpose of this evaluation was to examine the relationship between Multiple Intelligences (MI) on skill, form and accuracy acquisition in traditional and virtual learning environments using a multiple degree-of-freedom task (fly casting). Participants were sixty-nine undergraduate participants randomly assigned to four groups (control (CONT), traditional (TRAD), virtual modeling environment with an authority figure (VME-A), virtual modeling environment without an authority figure (VME-NA) pre-test ANOVA confirmed no significant differences between groups. Participants were taught to fly cast a lure 35 feet to a target hoop and were assessed on skill, form and accuracy. A retention and transfer tests were administered five days following the program. The Multiple Intelligences Developmental Assessment Scales (MIDAS™) was administered to determine if participants' MI profiles correlated with instructional treatment outcomes. Results suggested that the CONT group did not correlate with MI profiles relative to skill, form and accuracy with the exception of skill retention which was negatively correlated (-0.60) with a naturalist profile. The TRAD group correlated on the form retention test with participants who scored high on verbal/linguistic (.61), and intrapersonal profiles (.52) as well as, form transfer task in the areas of musical/rhythmical (.49), logical-mathematical (.62), verbal/linguistic (.60), interpersonal profile (.52), and intrapersonal profiles (.70). The VME-NA group correlated with skill transfer task on verbal/linguistic intelligence (.52), logical-mathematical profile (-.49) and on skill retention, and accuracy transfer task on both verbal/linguistic profile (.50) and bodily-kinesthetic profile (.65), and form retention for student who scored high in musical/rhythmical profile (.49). The VME-NA group correlated with accuracy retention and skill transfer for participants who scored high on musical/rhythmical profiles respectively (.59) and (.55). These results imply participants who score high in verbal/linguistic will possibly excel in virtual environments for tasks that require skill and accuracy, whereas when tasks require extensive form acquisition components the traditional classroom environment will most likely be more effective. Additionally, the TRAD outcomes correlated with more MI profiles than either of the VME groups suggesting that for the gamut of MI in an instructional setting, traditional methods may be more effective. However, VME might be better suited for those with high verbal/linguistic, bodily/kinesthetic and musical/rhythmical profiles; though, additional examinations are suggested. Keyword(s): motor skills, research, technology