The major purpose of this study is to examine the relationship between training in differentiated instruction and the comfort level of teachers in helping to plan for systemic change for differentiated instruction to become a standard teaching practice. We also examine the relationship between knowledge of the various strategies of implementation of differentiated instruction and comfort level of teachers. A survey was used to collect data from 116 teachers of kindergarten through sixth grade from seven public schools on Long Island, New York. Spearman's correlational statistics has shown that there is a positive relationship between whether teachers received any training in differentiated instruction and the teacher's comfort level. A survey of nine strategies were all shown to be significant, however, five were found to have an effect size 20% larger. Correlation data showed a significance in the following five strategies: providing steps to help address the many learning styles in the classroom, develop individualized plans for educating students, planning daily lessons that incorporate differentiated instruction techniques, differentiate instruction according to the student's previous mastery, and finally, developing a long-range curriculum plan for each student in the classroom. In conclusion, these strategies should be included when planning professional development for teachers in differentiation.