Differentiated instruction is a way of teaching, which gives students multiple choices to learn information. Fourth grade teachers at one elementary school were not implementing the differentiated instructional techniques that would help them address the learning needs of their students. The purpose of this project study was to create a teacher study group that would encourage teacher discussion about strategies to meet the needs of all learners. Research questions addressed the impact of participation in a teacher study group while implementing strategies from monthly professional development as well as teachers' perceptions of the benefits of differentiating instruction for learners with various learning styles. Sources of evidence collected included interviews, observations, and surveys. Data analysis included, descriptive coding and categorizing of patterns, themes, and relationships; all sources were used to determine if teachers were using professional development strategies into lessons during the project study. Results indicated that a thematic unit was needed to enhance teachers' knowledge of how to cross reference standards across subjects. It is recommended that teachers from local elementary schools, near the research site, be invited to begin horizontal conversations for 4th grade teachers across the constituent district. If change is embraced, teachers would continue to teach as a cohesive unit, which could result in effective collaborative planning and the implementation of best teaching strategies. The results of the project study can be used to facilitate discussions that can result in higher academic achievement gains for students. This study contributes to existing research and enhances social change initiatives by further developing an understanding of students' learning styles that could impact academic assessments and educational options as a lifelong learner.