The issue of multi-level classrooms and of the increasingly differentiated nature of students' learning experiences continues to be a major challenge for language teachers. It's safe to say that wherever two or more language teachers are gathered together, the "problem" of multi-level classrooms will figure somewhere in the conversation. Working recently with teachers in the Australian Capital Territory on issues of multi-level teaching, the author was reminded again of the level of anxiety and frustration currently felt by many teachers in relation to this differentiation. It's a challenge which sits squarely in the middle of broader current educational debates about difference, diversity, and inclusivity, but it involves additional complexities for language teachers. This article is a brief, simplified summary of some key points of what teachers now know about the processes involved in learning another language. The connection between such a summary and the focus of this paper may seem unclear, but the argument the author wants to make is that individuals' understanding of the processes of second language acquisition and the ways in which this understanding has redirected their thinking in terms of pedagogy hold particular promise in terms of responding to the challenges of the multi-level, differentiated classroom. The crucial link in the argument is task-based teaching and learning, the approach now recognised as being the most likely to deliver the targeted learning outcomes of foreign language programs (Skehan, 1996). The author argues that task-based learning and multi-level teaching have several potentially productive points of intersection. A brief discussion of each in turn will, the author hopes, help the argument to make itself.