Some students lack proper instruction to use effective strategies that will increase their reading comprehension. The purpose of this study was to investigate the use of differentiated instructional teaching methods as a means to help struggling adolescent readers achieve a better understanding of their assignments. This study also investigated the differences in student achievement before and after the implementation of differentiation in four 10^th grade intensive reading classes. The mixed methods design included data collected from 161 reflective student journals and as well as standardized reading test scores. The basis of this research is grounded in multiple intelligences theory. Over a course of 3 weeks, the students responded to a daily prompt asking them to describe what strategies helped them gain a better understanding of their assignments. The quantitative data was analyzed by comparing the student's 2011 FCAT reading scores to the student's 2010 FCAT reading scores to determine if their reading levels were impacted based upon enrollment into a differentiated instructional classroom for the 2010–2011 school year. Results revealed significant differences between standardized reading test passing rates before and after implementing differentiation. The student journal reflections on instructional strategies were first coded by the learners' perceived effectiveness, then categorized into 10 a priori instructional strategy classifications and finally ranked by frequency. These data were used to define student perceptions of the most effective instructional strategies that could be integrated into differential instruction practice. Differentiation provides an avenue to maximize student learning and thinking. Implications for positive social change include understanding instructional practices that can lead to improved reading in struggling readers.