To differentiate effectively, we need to know children. Through home visiting, teachers spend time learning more about students' lives, interests, and cultures. Research has begun to provide insight regarding the benefits of home visits in the elementary years, particularly in terms of family engagement in schools. We know less about the nature of home visits themselves or about what teachers learn from the visits that they can use to support individual learners. We studied how one teacher's learning about children's homes and families supported her differentiated literacy instruction with four focal students. This work has implications for practitioners conducting home visits and employing differentiated classroom instruction. Furthermore, our work adds to the literature on how teachers' knowledge of place can inform differentiated classroom instruction. Future research should continue to examine the intersection of differentiated instruction and place-based education (PBE).