Starting in the fall of 2009, ELL (English-language learner) instructional coaches began to provide workshops to ELL and general education teachers in a northwest American city. This article aims to analyze the differentiated instruction provided in the workshops. Data in this study include observational field notes, interviews, and documents. Differentiated instruction in content, process, and product were provided in the workshops. Such differentiated instruction was beneficial for ELL teachers' professional development because differentiated instruction not only meets the different needs of ELL teachers but provides them with different methods for processing ideas.