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Intelligence plays a vital role in the academic achievement of every student. This involves the ability to acquire and apply knowledge. It is also defined as the capacity for logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem-solving. Intelligence is the most popular term used in everyday life. It is not restricted to any particular activity. In recent years understanding the concept of Intelligence has changed drastically. In connection with this, several theories have been proposed by different scholars, like multi-factor theory by Edward Lee Thorndike (1920), the two-factor theory of intelligence by Charles Spearman (1927), Three-dimensional theory by Guilford (1955) and theory of multiple intelligence by Howard Gardner (1983). Academic Achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals. Several studies have been conducted so far in the field of Education with respect to the relationship between intelligence and academic achievement. Most of the studies have concluded a positive relationship between intelligence and academic achievement at different levels. The sole purpose of this study is to conduct a meta-analysis to provide a quantitative synthesis of research findings on the relationship between Emotional intelligence, Social Intelligence, and Multiple Intelligence with the Academic Achievement.