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Even though differentiated instruction is considered best practice for addressing student diversity, preservice teachers may not be receiving the training they need to plan differentiated lessons and utilize a wide variety of teaching strategies. Teacher education programs are not effective in inculcating the principles of differentiated instruction_ because preservice teachers do not observe, experience or implement differentiated instruction in the preservice courses or their practicum experiences. MSU-Billings faculty are addressing differentiated instruction in their own teaching to test the premise that modeling differentiation may be a more effective way of assisting preservice teachers to understand and implement differentiation in their own teaching.