Students enter school with a range of abilities and learning styles. Many of these diverse learners are in need of academic support and assistance from educators in reaching grade-level competency within the academic area of language arts/reading. Differentiation addresses the possibility of assisting each of these students academically. The purpose of this study was to examine and identify how middle school language arts/reading teachers apply a variety of techniques and strategies that address the varying needs of all students in a Florida school district. In addition, the study sought to determine how technologies involve educators to differentiate instruction effectively, efficiently, and with ease in a variety of ways to meet the needs of all students. Teachers' lesson plans, interviews, and grade-level administrators' observation lists were used as guides to determine what strategies have been implemented in the classes to help students achieve the intended learning outcome. The data suggest that, overall, teachers in the middle school had a positive attitude toward differentiated instruction, and were comfortable implementing differentiated instruction in the classrooms. This study also found that various technologies were used to enhance differentiation instruction. The findings of this study have implications for future professional development including adding to the literature instructional strategies that can be used to improve the overall academic performance of students. The findings also determined that differentiation approaches of selection and interest play an important role in accomplishment and student success in learning. [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.]