This article discusses one component of an ongoing project to explore differentiated instruction as an approach for meeting the academic and related needs of a wide array of diverse learners in schools. The project originated with a task force examining the results of the 2001 student teacher exit survey at a regional university's teacher education program. Among the actions identified to enhance teacher candidates' preparation to effectively teach all learners in inclusive classes was a special training program for teacher candidates and teams of elementary school teachers and administrators. Pre- and post-training surveys were completed by program participants. Results of the research evidenced two significant effects of training: the participants' use of differentiated instruction strategies/techniques and their preparation/training for planning and using differentiated instruction strategies/techniques. The findings also demonstrate needs for the next phase of the project: to revise the survey instrument and procedures for its administration and to reach out to a larger and more diverse group of candidates and teachers in future training. (Contains 3 tables and 12 endnotes.)