As traditional pull-out programs for students who are identified as gifted and talented (GT) decrease in number, classroom differentiation is becoming more essential for general education teachers at the elementary level. Despite the importance of differentiation, teachers are still not implementing it on a regular basis. One strategy that may help teachers become more adept at differentiating content is mentoring or peer coaching. The literature is replete with studies examining both classroom differentiation and collegial peer coaching; however, few studies have examined how peer coaching may facilitate teachers' abilities to effectively differentiate instruction. The present study sought to understand how a peer coach for teachers may influence teachers' understandings and abilities to facilitate differentiated lessons for high-ability students. (Contains 2 tables.)