Differentiated instruction is an important component to student success. Each student should be provided with multiple opportunities to demonstrate their understanding. This qualitative research study explored teachers perceptions in one district about their implementation of the conceptual framework, Weimer's learner-centered teaching theory DI model, in their classroom instruction. Data from schools in the Beach School District were collected through virtual interviews with 15 teacher participants who had 5 to 10 years of teaching experience for Grades 5 to 6. Data were analyzed with open coding using the RADaR model of analysis. Results indicated that, when teachers use limited and repetitive DI strategies, their use of the DI model in their practice is inconsistent. In addition, teachers indicated they would benefit from some additional training on alternative DI strategies as well as how to effectively differentiate their instruction consistently. To support improved implementation of DI in the classroom and enhance the learning experiences of all students, a 3-day professional development series was designed to educate elementary teachers on the model of DI and learner-centered instructional strategies to increase their consistent use in the classroom.