Background and Study Aim. In modern sports education, the development of both cognitive and motor skills is an important component of effective training. Multiple intelligences and futsal-specific abilities, such as passing accuracy and ball control, are key elements that support students’ overall performance. Although differentiated learning strategies are applied in educational practice, their relative effectiveness in enhancing these domains remains a subject of practical interest. The aim of this study was to assess the effectiveness of a differentiated learning strategy in improving multiple intelligences and futsal-specific skills (passing accuracy and ball control) among female students. Material and Methods. Forty students participated during the 2024–2025 academic year at Al-Qasim Green University, Iraq. Thirty students were randomly assigned to an experimental group (n = 15) and a control group (n = 15), while ten students took part in a pilot study. A structured 12-week training program (24 sessions, 90 minutes each, twice weekly) was designed based on differentiated instruction principles. Outcomes were assessed using the Multiple Intelligences Scale, the Ball Passing Accuracy Test, and the Ball Control Test. Results. ANCOVA revealed significant group effects across all variables. The experimental group outperformed the control group in multiple intelligences (F = 112.788, p < 0.001, η² = 0.807), passing accuracy (F = 65.139, p < 0.001, η² = 0.707), and ball control (F = 105.828, p < 0.001, η² = 0.797). Estimated marginal means confirmed these findings, with higher post-test scores for the experimental group (MI = 147.8 vs. 142.7; PA = 11.5 vs. 9.5; BC = 6.2 vs. 4.6). Conclusions. Differentiated learning strategies tailored to students’ intelligence profiles proved highly effective in enhancing both cognitive (multiple intelligences) and motor (passing and ball control) domains. These findings highlight the pedagogical value of integrating adaptive instructional models into sports education curricula.