With increasing class sizes of diverse students, instructional options for those who teach large classes in higher education are limited. While whole-class instruction is an integral part of many classrooms and often the instructional practice of choice, this teacher-centered strategy is less effective in promoting a greater level of growth and academic success with college students. This study examined instructors' understanding of differentiated instruction and their perceptions of the challenges to implement differentiation in large classes. Themes emerging from this study highlight the misnomers of differentiated instruction, further solidifying the need for adequate training and professional development on differentiation. Although a glimpse into the perceptions of one campus' faculty, the results contribute to the conflicting discourse on differentiated instruction in higher education.