This study was focused on finding potential dance intelligence which should be addressed in a dance with critical viewpoint of the application of Gardner’'s multiple intelligence theory in dance education, and then also covered the discrimination of dance instructor which could be enhanced by education. Gardner developed the study of systematic approach and creativity based on the concept of intelligence and even insisted multiple intelligence theory which would be that different abilities could be manifested in the combination of particular intelligence such as language, logic, mathematics, space, physical activity, music, human friendship, self-knowledge, nature friendship, existence, etc. For this reason,intelligence would be biological and psychological potential to process information which could be useful to produce a valuable product or solve problem in the context of specific culture. After a variety of lessons and evaluation program under the concept and feature of multiple intelligence theory, the application of multiple intelligence theory could be different for instructor to establish learning strategies depending on condition or situation. Then various significant attempts have been made such as Project Zero, Project Spectrum, Key School, Art Propel, Project Hanyang and so on. Intelligence in dance is composed of socialization process, action, result, and reaction through its development and relationship including intelligence of physical activity. From a physical point of view, dance education could be considered for having the greatest potential to improve the intelligence of physical activity. In addition, a work of dance education focus on only natural body somatotype, dance performance, or limit the opportunity to participate in activity. Therefore, it is necessary to take a flexible attitude for dance intelligence. This study covered attributes and type of dance intelligence which are essential feature of abilities in dance performance. The characteristics of attributes and type of dance intelligence were as follows. First, dance intelligence could be explained as self-comprehension by understanding meaning of physical and movement. Second, dance intelligence should be required to have excellent ability which could connect the meaning of movement and performance. In this sense, the key point of dance intelligence should be the ability which could combine inner intention including self-comprehension, knowledge, and emotion with performance. Third,dance intelligence could be considered as a continuum of potential because a variety of movement could be possible in performance. This study gives appropriate prominence to develop the dance intelligence continuously with perceiving the type and attributes of dance intelligence as experiential, individual, and progressive. Accordingly, the importance of dance education should be emphasized from perspective of developing dance intelligence. As has been mentioned, it should be essential to discuss how to apply multiple intelligence theory appropriately in dance education. Therefore, this study suggest the four aspects of discussion. First, discrimination which could find potential in context of self-comprehension. Second, approach to holistic education which could advance a well-rounded education. Third, metacognitive teaching-leaning which would be self-directed learning. Fourth, dance education which would be aiming at course of instruction. The perspective of dance education which accepted multiple intelligence theory should contribute to enhance self-comprehension and find potential. It should be necessary to utilize dance intelligence for inventing the contents of dance education to improve creativity and ability to think rather than a standardized indicator to discover genius or only few talented person. As a result, potential dance intelligence is not only movement but also inherent abilities including feeling and thinking motion. The application of multiple intelligence could promote studying more than simply learning dance skill and give opportunities for high quality education. To discover and develop latent desire,will, ability could be proceeded from indicator’'s discrimination or insight rather than teaching attitude. Therefore, dance education should develop abilities to possess toward dance such as desire of movement, emotion of expression, aesthetic sense, cultural values and experience which dance covered in life, and etc rather than simply only dance skill or ability to express.