This qualitative case study examined AP teachers' perceptions of DI in AP courses, how they used DI, what elements of DI they found useful, and how DI helped engage diverse learners. This study addresses the problem that AP teachers are shying away from DI instruction, which is needed to engage the diverse population of students now taking AP courses. The conceptual framework of this research focused on the theory of multiple intelligences. DI is based on the belief that all students learn differently as suggested through the theory of multiple intelligences. To substantiate study reliability and validity, a comprehensive analysis of AP teachers' perceptions of the problem included in-depth interviews, follow-up interviews, and classroom observations. Using a typological analysis, the data was analyzed and coded according to six predetermined categories. These categories are DI based on content, DI based on process, DI based on product/assessment, DI based on interest, DI based on learning style, and DI based on readiness. The findings of this study indicated that AP teachers found DI based on process, product/assessment, interest, ability, and readiness to be useful. However, certain factors, such as time preparation, were said to make DI difficult to use. The recommendation for action is to share the study results with the school district's curriculum superintendent and the participating AP teachers. The implication for positive social change includes increased use of differentiated instructional strategies in AP courses in order to increase the learning and academic achievement of all students in AP courses.
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