An inclusive and equitable learning environment is a prerequisite for student success and well-being at school. Differentiated instruction helps to nurture a classroom environment where students feel they are at the center of the learning process. While teachers play a key role in the effectiveness of instruction in a differentiated classroom, they also need support, scaffolding, and training to further their efforts. In the post-COVID educational context, the integration of differentiated instruction into a teacher's professional practice seems more daunting. The present study is a qualitative exploration to understand teacher perspectives on their challenges in the practice of differentiated instruction. Recommendations from the study include policy implications for the provision of more educational funding for smaller class sizes, additional support personnel, and ongoing professional learning.