This study examines the progress fourth grade students made in spelling when using a differentiated spelling program. Twenty-two students participated in this 6-week study. The teacher administered a spelling inventory from Bear, Invernizzi, Templeton, and Johnston (2008). Using this data, students were divided into three leveled groups. Spelling groups then met three times a week for 15 minutes to study a specific word feature. Students were expected to complete word sorts and word hunts on their own. Data sources include weekly spelling tests, pre and post surveys from students and parents, and an upper-level spelling inventory administered at the end of the study. Results from the final inventory show that all but two students moved up at least one spelling level during the course of the study.