The purpose of this study was to assess the implementation of differentiated instruction using technology within pre-service teacher education programs. Pre-service teachers were presented with a survey prior to entering the professional development workshop on differentiating instruction through technology. Through the pre-survey data, the researchers were interested in determining the participants' familiarity with and application of differentiated instruction through technology from undergraduate courses taken prior to the professional development workshop (PD workshop). The authors provided data which suggest that choice boards are not utilized as consistently as PowerPoint presentations, Word Processing, or online computer quizzes.