Due to the importance of applying differentiated instruction to meet the student needs, this study was conducted to make a descriptive analysis of the influence of interactive strategies on understanding the knowledge based on the abilities and the needs of each learner. Another aim was to describe the level of implementation of differentiated instruction by the teachers based on the content, process and product for each student. The participants in the research were 200 students, 30 teachers, and 30 parents from public and non-public schools. The research tools utilized in the data collection process were questionnaires for teachers and for learners, and the interview with parents. Through descriptive analysis, research findings showed that the understanding and implementation of differentiated instruction in primary schools is not at the right level and that the differences between public and non-public schools are far less visible. Teachers pay more attention to the product and less the content and the differentiated learning process. Parents are also willing to collaborate with the school for this new way of instruction. Although professional development initiatives through trainings in Kosovo have commenced, much is left to be done in order to enable teachers to understand, adopt, and successfully implement differentiated instruction in their classrooms.