The purpose of this study is to investigate the different intelligences possessed by grade 11 student. It also examined the relationships between components of intelligence with sex, parenting styles, and learning preferences. Moreover the study compared the mean scores of grade 11 students in multiple intelligences and learning preferences in terms of Sex and Parental styles. The research was conducted at Bahir Dar Academy, Catholic and Ghion preparatory schools. The four Likert scale questionnaire that consists of 60 items was applied to collect the necessary data from 197 students. Mean, standard deviations, Pearson product movement formula, t test and f test as well as Turkey's analysis method was applied in order to achieve the intended purpose. The result showed that grade 11 students possessed language, spatial, kinesthetic, music, interpersonal and intrapersonal intelligences significantly more than the average. Male students demonstrated strong preferences in all components of intelligence. And yet females demonstrated strong preferences in five components which were language, spatial, kinesthetic, interpersonal and intrapersonal intelligences. Students from the four parenting styles demonstrated strong preferences in five components of multiple intelligences. But their language skills were significantly below the satisfactory. Students from authoritative and neglectful parents demonstrated satisfactory ) preferences in logical - mathematical intelligence. And those from authoritarian and permissive parents possessed satisfactory preferences in musical intelligence. The result also indicated that the female students' mean scores were greater than the males' in language and interpersonal intelligences. In the remaining components, males' mean scores exceeded from females'. However all mean score differences were not significant. The study also attempted to see the relationships between components of multiple intelligences with parenting styles, sex and learning preferences. Authoritative parenting style was positively and significantly correlated with language (r = 0.3637*) and spatial (r = 0.2795*) intelligences. Permissive parenting style was correlated positively and significantly with logical - mathematical intelligence (r = 0.3739*) but it was correlated negatively and significantly with intrapersonal intelligence (r = -0.4703*). Students' sex type were positively and significantly correlated with kinesthetic (r = 0.1800*), music (0.2410*) and intrapersonal (r = 0.1806*) intelligences. The total scores of multiple intelligences were positively and significantly correlated with sex (r = 0.1425*J. The other significant relationships were obtained among components of multiple intelligences and learning preferences. Visual learning preference was positively and significantly correlated with all components of multiple intelligences except with intrapersonal skills. Auditory learning preference was positively and significantly correlated with language, logical - mathematical, spatial, and intrapersonal intelligences. The kinesthetic learning preference also positively and significantly correlated with language and spatial intelligences. The result also indicated that students' mean scores differences in auditory learning preference as a function of parenting style components were statistically significant (F=5.2824; p < 0.05). The multiple mean comparison analysis method pointed that the mean difference between students from authoritative parents and from neglectful parents were significant in auditory learning preferences.

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