This study examines Maryland teachers' views on their actual and desired use of differentiated instruction and the implications for professional development planning. Overall, the Maryland teachers who participated in this study desire to use various student-centered differentiated instructional strategies and currently employ some of these. However, our analysis of survey statements showed that the statements that had the greatest difference between Maryland teachers' desired and actual practices referred to practices associated with individualized planning, self-directed learning, and student autonomy. Teachers want to use these constructivist, student-centered approaches more consistently than they currently do. The findings from this study can inform short-term and long-term planning for professional development focusing on differentiated instruction. The gap between teachers' desired and actual use of differentiated instruction can provide a space for professional development planners and educational leaders to engage in individual or group professional inquiry.