Among public school teachers, parents, and all adults alike, at least eight in 10 recognize that students vary in how they learn, say schools should address learner variability, and favor tailored instruction--an approach designed to address learner variability--over conventional whole group instruction. Yet nine in 10 teachers, about eight in 10 Americans overall, and three-quarters of parents also say that teachers don't have the support they need to focus on students' learner variability. Most say teachers' time and professional learning opportunities are lacking as well. Those results mark a broad gap between what the public wants and what they believe schools are able to provide. These findings are highlighted in "Learning in the 21st Century: How the American Public, Parents, and Teachers View Educational Priorities and How to Achieve Them," the 2020 Learner Variability Project survey produced for the education nonprofit Digital Promise by Langer Research Associates. The study explores public attitudes about learner variability, instructional techniques, educational priorities, and the use of educational technology, as well as teachers' personal practices, preferences, and experiences. It was conducted among a random national sample of 1,850 adults, including 504 public school parents and 500 public school teachers. This study is part two of a four-part series of surveys on learner variability and other factors of 21st century learning.