The absence of differentiated instruction in many classrooms stifles success for students who do not learn the same way as their peers. Providing teachers with the knowledge and tools to differentiate in their classrooms may increase test scores and help low achieving students find success, while expanding the learning growth of gifted and talented students. This study was guided by the theoretical frameworks of constructivism and multiple intelligences that suggest that students must connect their learning to prior experiences that support their modes of learning. A case study was used to investigate how teacher participants from an elementary school, a middle school, and a high school successfully differentiate instruction. Data collection included open-ended surveys, interviews with nine participants, and documents. The interviews explored participants' perceptions of how differentiated instruction has influenced their ability to successfully reach the diverse needs of learners in their classrooms. Data analysis was inductive using hand coding to discover the codes, commonalities, and themes. Key findings included a lack of professional development, time constraints, how differentiated instruction meets the needs of all learners, the difficulties of learning how to initially implement differentiated instruction, and the belief that differentiated instruction is essential for student success. For the purposes of this paper, the findings relative to how differentiated instruction meets the needs of all learners and the belief that differentiated instruction is essential for student success will be discussed. Findings may provide teachers with suggestions about how to successfully differentiate instruction.