Most modern day classrooms are structured to operate under the premises that students must demonstrate mastery of specific state mandated standards in order to show academic growth. The purpose of this paper is to explore some effective methods to effectively implement differentiated instruction in the standards based classroom. As a result of various education initiatives, the focus of education has now shifted to developing students who are able to consistently meet and exceed academic standards. This academic growth is measured through the use of standardized testing. While it is necessary to have an established set of standards to be addressed through curriculum, the method for teaching and assessing such standards should vary based on students’ individual learning needs. Tomlinson (2001) defines differentiated instruction as a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom. Differentiated instruction is still a fairly new instructional technique; thus it is still met with a great deal of opposition by some educators. Extensive research on implementing differentiation has been performed. The recurring result in most of this research suggest that differentiated instruction is an effective method of instructing students with various learning styles. Despite the research findings, leaders in the discipline of Curriculum, Instruction, and Assessment (CIA) are still faced with the challenging responsibility of persuading staff to “buy in to the concept of differentiated instruction. Effective CIA leaders must develop ways to aide staff members in transforming their thought process in order for differentiated...