The pedagogical approach of differentiated instruction (DI) is one way to create more meaningful learning in students. The problem explored in this study was the vague understanding around how elementary teachers perceive their preparedness for DI. The purpose of this qualitative exploratory single case study was to explore how elementary teachers in Midwestern school districts perceive their preparedness for DI. During this study, the model for effective differentiation, introduced by Sousa and Tomlinson in "Differentiation and The Brain," was the lens through which the concept of DI was explored. A qualitative exploratory single case study method was chosen for this study because of its emphasis on improving practice by investigating the study participants' lived experiences in their natural settings. A total of 21 participants provided data using three tools--initially, a questionnaire, followed by one-on-one interview questions and a focus group question. The study included teachers in Midwestern school districts from an elementary teacher population on a South Dakota (SD) Educators' Facebook page. Twenty-six questions were delivered through a Google forms link and a SD Educators' Facebook page in the form of posts and direct messaging. The qualitative coding method outlined by Saldana was utilized during this study to code and analyze data from the questionnaire, one-on-one interviews, and focus group. After qualitative data gathering and coding, the emerging themes were examined against the literature reviewed and this study's conceptual framework for areas of perceived preparedness in DI and areas where teachers' preparedness appeared to be underrepresented in responses. While data supported certain aspects of the DI conceptual framework showing a teacher's perceived preparedness, other areas of the conceptual framework were not supported. The overall conclusion of this study is that Sousa and Tomlinson's model of DI is a model of instruction that benefits both the teacher and the students and can positively enhance student learning. Further research about DI is critical for developing teachers' skills for adequate knowledge and implementation of DI and, even more importantly, a student's success in elementary school. [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.]