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The goal in differentiating instruction in mixed-ability classrooms is to maximize each student's learning potential. The mixed ability classroom serves learners with a wide range of academic abilities, learning styles, background knowledge, home support, and English language skills. This grounded theory research study examines the dynamics of the implementation of differentiated instruction in math. Participants were regular education teachers who taught math in upper elementary and middle school classes. The constructivist orientation of this study allowed the researcher to interpret the experiences of participants and to develop substantive theory about the relationship between the theory and practice of differentiated instruction. The study found that teachers reflect meaningfully on classroom experiences related to providing effective instruction for individual students in mixed-ability classrooms. Teacher reflection occurred informally and formally, allowing them to continually monitor and adjust instruction and materials as is appropriate. Teachers possessed substantial and significant knowledge on events and interactions in their classrooms. As reflective practitioners, they relied on observations, perceptions, and professional knowledge in order to improve their craft. The study also demonstrated that purposeful collaboration was sought and fostered by participants, regardless of time that was officially built into the schedule for this. This study found that teachers and learners would benefit from system facilitated and officially sanctioned teacher collaboration. Collaboration established in practitioner inquiry groups would provide opportunities for teachers to connect educational goals to actual classroom experience. This collaboration, too, would tap into a valuable source of teacher expertise on classroom issues and pedagogies. Specific topics identified for collaboration include the extension of academic opportunities for high ability students, the use of cooperative, hands-on math activities, effective formative assessments, and the use of multiple intelligences in creating and presenting lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.