Differentiated instruction addresses students’ learning needs in which educators adjust what and how they teach. While it is critical educators are well-versed in understanding and applying differentiated instruction practices, not all teacher preparation programs provide the same interpretation when it comes to differentiation. This study, prompted by a state accreditation visit of one Teacher Preparation Program, focused on developing a shared understanding of what and how differentiation is shared with pre-service teachers. Researchers conducted a questionnaire of educators in various roles examining how participants define, explain, teach, and/or implement differentiated instruction. Overall, findings indicated most participants recognized student learning can differ, and that differentiated instruction can meet student needs; however, levels of understanding differentiation varied. This indicates more work is needed to ensure a consistent understanding of differentiated instruction among educators to effectively apply it in classrooms to best meet student needs.