This study explored early career teachers' perspectives on their competencies in professional teaching in Qatar. Using a mixedmethod research design, this study drew on empirical data from ninetlyfive survey respondents and ten individual interviews with teachers who were in their first four years of working in Qatari governmental schools. The findings of this study indicate that professional teaching competencies are strongly related to professional training through a teacher preparation program. This study identified a few of the specific challenges that novice teachers encounter and revealed a significant need to address these challenges to maintain their competencies. The study contributes to the literature by investigating novice teachers' perspectives on their teaching competencies as supported by their teacher preparation program. More efforts to bridge the gaps between programs and schools are needed to prepare teachers in their early careers better.

<p style="text-align: justify;">This study aimed to investigate the degree to which teachers in Qatar implement differentiated instruction as well as the impact of years of experience, qualifications, grade, school subjects and training on teachers’ use of differentiated instruction. Also the study tried to explore the obstacles impeding the application of differentiate instruction. The study targeted all early childhood teachers (1,836) in 99 Qatar public schools spreading across the country. A random sample of 236 teachers, accounting for 12.9% of the population participated in the study. Following the mixed approach, the researchers used questionnaires and interviews to collect the data. The results showed no statistically significant differences among the respondents in the degree of application of differentiated instruction due to training and qualifications; however, statistically significant differences were detected in relevance to years of experience, grade, and the subject being taught. The study also found an agreement among teachers on the obstacles they face during their application of differentiated instruction, most notably the teaching load, class size, and time. The study concluded with recommendations for education providers, teachers and researchers.</p>