The present study tries to find out how often teachers in Istanbul employ the methods, techniques, materials, contents and assessment instruments that are preferred within the scope of differentiated instruction, as well as the variables that influence their choices. The results of the research indicate that teachers more frequently use specific practices addressing to individual differences rather than a certain method/technique. While arranging content, teachers primarily consider their own knowledge and interest. They prefer mostly classics assessment instruments rather than student-centered ones and while grading, consider the efforts and in-class participation of students rather than exam results.