The purpose of this study was to explore how teacher educators perceive and use differentiated instruction. The results suggest teacher educators highly value and prioritize creating a positive learning environment. Furthermore, teacher educators reported using a variety of strategies that support differentiation of content, process, and product. Although they found some congruence between teacher educators' beliefs and practices and Tomlinson's model, the results suggest that a comprehensive framework for differentiation is not being modeled for candidates. The article concludes that this exploratory study provided timely and valuable information about teacher educators' beliefs and practices related to differentiation.