As part of a 12-state nationwide study, elementary teachers in small-town and rural Idaho were surveyed regarding their actual use of differentiation versus their desired use of differentiation in the classroom across five teaching-learning behaviors: classroom expectations of students; student objectives; student evaluations; teacher communication and messages; and teacher objectives. The purpose of this research was two-fold: first to gather information about elementary teachers in rural and small-town Idaho and study that data individually; and second, to utilize the Idaho data in the nationwide study. This article discusses the results for the Idaho portion of the study, as well as the relation to trends emerging across other states in the study.