The teachers described here represent four categories of teacher response that staff developers often confront when working with teachers on differentiating instruction. Some teachers respond with enthusiasm; others respond with frustration and sometimes even anger. The mixed responses from teachers are understandable; for many teachers, differentiating instruction requires a considerable shift in classroom practices and, often, in deeply held beliefs about teaching and learning. Using the metaphor of house renovation to understand and classify common teacher responses to differentiation, four categories of teacher response can be identified: (1) resisters; (2) accessorizers; (3) redecorators; and (4) renovators. Coaching approaches for these four categories are also described in this article.