The purposes of this study were: (a) to find practical multiple-intelligence-based teaching and portfolio assessments for English classes of junior high schools; (b) to compare the difference in English learning achievement, English learning motivation, English learning strategies, and classroom climate between multiple and traditional teaching modes; (c) to analyze the difficulty in teaching process and provide possible solutions; and (d) to display students’ learning process through portfolio assessment. Seventy 1st grade students (2 classes) were selected from Kuan-Rung Junior High School in Taichung county. One class was the experimental group, and the other was the control group. The participants were administered the English Learning Motivation Inventory, English Learning Strategy Inventory, and Classroom Climate Inventory. The results were as follows: (a) in English learning achievement, multiple-intelligence-based mode was significantly better than traditional teaching mode, (b) in English learning motivation, multiple-intelligence-based mode was significantly better than traditional teaching mode, (c) there was no difference in English learning strategies between multiple-intelligence-based and traditional teaching modes, and (d) in classroom climate, multiple-intelligence-based mode was significantly better than traditional teaching mode. Additionally, the results provide some suggestions for multiple teaching and illustrate the effects of portfolio assessment.