The present research aimed to explore the extent to which student and activity books, in the Syrian curriculum involve linguistic intelligence indicators. The descriptive-analytical approach via content analysis was employed, and a checklist of linguistic intelligence indicators was developed based on the five language skills of listening, reading, speaking, writing, and linguistic sensitivity. The checklist was checked for reliability and validity. Frequencies, percentages, and the Chi-Square Goodness-of-Fit test (χ²) were used in the analysis of the data. The results indicated that the distribution of linguistic intelligence indicators in the seventh-grade textbooks was balanced, whereas it was less balanced in the eighth-grade textbooks. The Chi-Square Test of Independence indicated that there were no statistically significant differences between the two grades in the distribution of linguistic intelligence indicators, although slight differences existed in the representation of writing, speaking, and linguistic sensitivity skills. Based on the findings, the study recommended suggestions on renovating the curricula toward the proportionate development of all language skills guided by linguistic intelligence indicators.