Elementary school English teachers in Taiwan face classes of students with differing levels of English proficiency, to the point where about one-third of the students may have never learned English before, and another third may already have read Harry Potter in English. A successful teacher recognizes that diversity may affect learning and works toward a classroom in which diversity is valued (Tileston, 2004). Differentiated instruction is one way to meet the needs of diverse students (Thousand, Villa, & Nevin, 2007). This article focuses on how Tomlinson's (1999) three components of differentiated instruction can be implemented in an elementary school EFL classroom. (Contains 2 tables.)