Differentiated Instruction is the term used to describe a variety of strategies for successfully addressing student diversity in the classroom. It relies on the attitudes of teachers who aim to maximize learning for all students and is based on the use of assessment data to respond to student readiness, interest, and learning profile. Although implementation has been found to have positive results in improving student performance many barriers have stood in the way of teachers utilizing these techniques. This systematic review of literature provides an extensive overview of information related to differentiated instruction guided by research questions. The methods utilized in this review include an established search strategy, specific inclusion/exclusion criteria, data collection/analysis, and a discussion of results. This review provides information and guidance in the implementation of differentiated instruction in the classroom, identifies barriers to implementation, and outlines effective evidence-based strategies to support teacher's implementation in the classroom. These training techniques include providing opportunities for practice, reflection/feedback, modeling/observations, using a variety of lesson activities, collaboration, and practice writing lesson plans. Artifact III provides a series of lessons that could be taught in a higher education setting, or in K-12th grade professional development sessions with pre-service or in-service teachers. This series of lessons aims to prepare teachers to better address the diversity in their classrooms through training and research-based inclusive strategies. [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.]