This poster reconceptualizes Howard Gardner’s (1983/2011) theory of Multiple Intelligences (MI) in light of recent neuroscience research that has revealed the complex integrated cognitive processes associated with musical listening, movement, performing, composing, and learning, or what Christopher Small (1996) refers to as “musicking.” Though Gardner makes a compelling case for music as a core intelligence, a growing body of research on the neural connections that form and activate through musical engagements demands a critical reexamination of MI’s foundational principles: the dissociability and overlap of musical capacities; the intricate integration of music, language, and movement; and the profound influence of culture on (music) development and cognition. This poster will show that Gardner’s seven other distinct categories of intelligence—kinesthetic/bodily, verbal/linguistic, mathematical/logical, visual/spatial, interpersonal, intrapersonal, and naturalist—can serve as a conceptual framework to distinguish between different musical intelligences and the neural networks implicated in perceiving, processing, and (re)producing music. By mapping musical processes onto these intelligences, we can promote musical intelligence not as a single modality but as a constellation of interwoven capacities that can all be expressed and explored in the music classroom. The purpose of this research is to encourage music educators to embrace holistic, multi-modal approaches to music instruction that build bridges to and from the kinesthetic, linguistic, mathematical/logical, visual/spatial, interpersonal, intrapersonal, and naturalist capacities of children and to build bridges the neurodivergence that students bring to the music classroom. The poster will outline this reimagined theory and offer bridges to practical activities that early childhood music teachers can implement to build on the multifaceted features of music cognition.