Using Tomlinson's (2004) framework, the post-secondary classroom can be transformed into a community of learners where different avenues are provided for effectively acquiring content, processing ideas, and developing products. This article explores how instructors can differentiate instruction in teacher-education methods courses by redesigning the learning environment, encouraging reflection, using assessments to inform instruction, and modifying the content, process, and product for individual learning needs using learning contracts. Each of these components is discussed within the context of a social studies methods course for preservice teacher educators in which differentiated learning contracts increased student control and resulted in a more meaningful classroom experience. This process also may work well for other methods courses focusing on pedagogy or constructivist theories.