The purpose of this study is to explore the effectiveness of the parallel classroom model in comparison to a support facilitation model. Using district-level assessments in geometry, this study assessed student performance when students were taught the same content with the same rigor, where one classroom uses differentiation strategies and small-group instruction to instruct students and the other classroom uses support facilitation. By examining the success of the parallel classroom model, we hope to prove this model to be a viable curricular alternative for the needs of exceptional learners. Specifically, we see parallel classrooms as being more flexible to diverse student needs than traditional classrooms.