Abstract: The degree of violence concerning the environmental problem has currently been increased. Many academics have provided several ideas about causes of the problem. However, they often suggest that the environmental problem comes from humans who always think that they are supernatural. With this reason, they all agreed to conclude that the environmental problem must be solved with humans. The use of the environmental education principles together with both formal and non-formal education will be a mean to help bring the environment back to its normal condition. The purposes of this research were: to investigate the effectiveness index of multiple intelligences integrated learning plans; to study and compare the knowledge, attitude and awareness about environmental conservation of students before and after the use of multiple intelligences integrated learning and the normal learning and to study and compare the knowledge, attitude and awareness about environmental conservation of students classified by genders, programs of study and learning methods. The sample used in this research was 60 full time bachelor degree students of all years of study of Chiang Mai Rajabhat University who enrolled to study the course of Humans and Sustainable Environment. They were divided into 2 groups: experimental and controlled groups and were selected by cluster random sampling by drawing. The instruments used for data collection were 2 sets of learning plans, a test of knowledge about environmental conservation, a test of attitude toward environmental conservation and a test for the awareness toward environmental conservation. The first set of multiple intelligences integrated learning plans was used with the experimental group. The second set of normal learning plans was used with the controlled group. The test of knowledge about environmental conservation had 40 items with the difficulty between 0.20 and 0.80, the discrimination between 0.27 and 62 and the reliability for the whole study of 0.87. The test of attitude toward environmental conservation had 20 items. The test of awareness toward environmental conservation had 70 items with 5-rating scale, the discrimination between. About 0.20 and 91 and the reliability for the whole study of 0.98. The data was statistically analyzed by using mean, percentage, standard deviation, t and F-test (three-way MANOVA). The research results were as follows: The effectiveness index of multiple intelligences integrated learning plans was 0.7463. This finding indicated that the learning progress of students was at 74.63%. The levels of knowledge, attitude and awareness about environmental conservation of the students in general after the use of multiple intelligences integrated learning and normal learning were higher than those before the learning with statistical significance at a level of 0.05. The levels of knowledge, attitude and awareness about environmental conservation of the students with different genders and programs of study after the learning were not different. The levels of knowledge, attitude and awareness about environmental conservation of the students with different learning methods were different with statistical significance at a level of 0.05. The knowledge, attitude and awareness about the environmental conservation of the students with multiple intelligences integrated learning were higher than those of students with normal learning with statistically significance. There was no relationship among genders, programs of study and learning methods with the knowledge, attitude and awareness about environmental conservation of the students in general after the use of multiple intelligences integrated learning and normal learning were higher than those before the learning with statistical significance at a level of 0.05. The levels of knowledge, attitude and awareness about environmental conservation of the students with different genders and programs of study after the learning were not different. The levels of knowledge, attitude and awareness about environmental conservation of the students with different learning methods were different with statistical significance at a level of 0.05. The qknowledge, attitude and awareness about the environmental conservation of the students with multiple intelligences integrated learning were higher than those of students with normal learning with statistically significance. There was no relationship among genders, programs of study and learning methods with the knowledge, attitude and awareness about environmental conservation.