The purpose of this literature review is to explore the nature of differentiated instruction in education. Through the duration of the graduate course Interpreting Educational Research, I extensively researched the topic of differentiated instruction. My belief is that differentiated instruction is an expected approach to teaching and learning, because teachers offer choice of authentic and relevant activities that engage and motivate all learners of all academic abilities and ways of learning. Differentiated instruction calls for teachers to reflect upon their practices and methods in order to make changes as needed to provide a quality education for all. The purpose of this paper is to review the research relevant to and supporting differentiated instruction. What is/is not differentiated instruction? Why does differentiation work, and what does differentiation look like? These questions are addressed in the paper. The relevancy of differentiated instruction in education is discussed, and a suggestion for further research is noted.