Abstract Differentiated instruction has emerged as an effective teaching pedagogy, one well suited in today's classrooms where teachers are required to meet the academic needs of every learner. While research on differentiated instruction in Australia is growing, little attention has been given to how primary school teachers use and implement it. This study explores school leaders ( n = 3) and teachers' ( n = 11) understanding, knowledge and experiences of using differentiated instruction. Data from ( N = 14) semi‐structured individual interviews were analysed using reflexive thematic analysis; four major themes were identified. Findings indicated that teachers had a superficial level of knowledge, understanding and implementation of differentiated instruction; teachers and school leaders conflated differentiated instruction and personalised learning; school leaders highlighted the value and importance of personalising learning by providing ongoing and regular professional development on this tailored approach to learning. These findings add to the research identifying misconceptions and confusion around differentiated instruction. Greater clarity and understanding of this teaching pedagogy is required to support teachers and school leaders to implement differentiated instruction at a deep and comprehensive level to ensure that all students thrive academically.
Gibbs et al. (2026) studied this question.