The purpose of this study was to examine the perceptions of middle school principals across Middlesex County, New Jersey of differentiated instruction. Specifically, the researcher sought to answer each of the following research questions: 1. To what extent does differentiated instruction create a climate for learning? 2. To what extent does differentiated instruction address the learning styles and multiple intelligences of the individual student? 3. To what extent does differentiated instruction influence assessment strategies that lead to modification of assignments and curriculum? 4. To what extent does differentiated instruction impact student achievement of high curricular expectations in middle schools?

The sample population consisted of 10 principals selected at random from a total population of 35 principals across 23 school districts. Of the 10 principals selected, 2 were recent appointees and did not meet the criteria of the study.

The researcher used the interview to collect qualitative data relevant to the aforementioned research questions. There were some clear conclusions drawn based upon the patterns and themes identified from the data. One conclusion made based on the data collected relevant to research question 1 was that differentiated instruction builds social capacity by creating collaborative networks from which students may work. Using instructional strategies employed through differentiated instruction, it was concluded that these strategies address the learning styles and multiple intelligences providing the opportunity to improve student achievement. It was concluded that differentiated instruction addressed assessment. It was not clear if the potential of that data was being utilized to its fullest potential. Lastly, the principals interviewed clearly pointed to the general and overall positive behaviors exhibited by students and teachers as well. When children are stimulated, encouraged, challenged just beyond their ability, a state of "flow" can exist and students will eagerly embrace learning, particularly at the middle school level.

Recommendations for Future Research. 1. A study of middle school principals from another county and compare the results. 2. A study that examines solely student diversity and differentiated instruction. 3. A study that examines solely assessment and differentiated instruction. 4. A study that examines solely classroom climate and differentiated instruction.