This study examined elementary teacher beliefs and reported practices in meeting the needs of diverse learners in one school district served by university partnerships. Elementary classroom teachers surveyed (139) reported (a) how their practice is shaped by student needs, (b) use of instructional strategies with diverse students, (c) feelings of self-efficacy when meeting needs of students, and (d) beliefs about differentiating instruction. Results indicated that teachers impacted directly by partnerships beginning in pre-service years were more likely to take the needs of students into account when planning instruction, use a variety of strategies to differentiate instruction, and feel that they influenced their students' learning. (Contains 2 figures.)