This study applies the gap analysis model to understand barriers facing teachers to differentiate instruction for special needs students in the general education setting. The purpose of this study was to conduct an evaluation gap analysis for implementing differentiated instructional strategies to improve outcomes of special needs students in the general education classroom. The analysis focused on discovering gaps that exist for general education teachers differentiating instruction using knowledge, motivation, and organizational factors. Six instructors participated in the study. This study contributed to the continuing study of improving the outcomes of special needs student in public high schools and discusses how differentiating instruction can improve the educational experience for special needs students. [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.]