The teachers' perception and implementation of differentiated instruction, the difference between novice and experience teachers' perception on differentiate instruction, and the predictive relationship between teachers' perceptions and teachers' implementation of differentiated instruction were studied. The study utilized a quantitative, descriptive survey research methodology to collect data from a group of teachers to answer the following questions: What were teachers' perceptions of differentiated instruction among grade one through grade eight private school teachers? Was there a difference among novice and experienced teachers perception of differentiated instruction? Was there a predictive relationship between teachers' perception and implementation of differentiated instruction? Differentiated instruction is an instructional strategy that focuses on helping all students to learn successfully, using all the key elements necessary (Tomlinson and Imbeau, 2010). The name of the instrument used to survey the teachers in this study is Teachers Perception on Implementation of Differentiated Instruction in the Science Classroom was developed by Dugger, F. K. (2007). The survey was conducted online using the Survey Monkey in the private elementary and middle schools system. The sample consisted of grades 1 through grades 8 teachers with varied years of experience. The data were collected from the teachers and analyzed using descriptive statistics, hierarchical multiple regressions, and a Levene's Test of Homogeneity of variances was also conducted with a one way ANOVA. The findings of this study stated the conclusions, suggested recommendations, and discussed implications concerning the teachers' perceptions and implementation of differentiated instruction. The study showed that teachers who understood and had intense training in differentiated instruction through professional development had a positive attitude towards implementation of differentiated instruction in the classroom. The implication of this study suggests that implementation of differentiated instruction in the classroom is reciprocal to both the teacher's understanding of the philosophy of and the increase of professional development in the instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]