Urban middle schools face the overwhelming challenge of assisting a diverse population of learners in the area of literacy. Many of these students are in need of academic support, and require assistance from educators in reaching grade-level competency within the academic area of reading. Differentiation addresses the possibility of academically assisting each of these students. As a result, this study examined the types and the frequency of use of differentiated instructional strategies utilized by middle school teachers to assist learners in achieving grade-level reading competency. This case study analyzed the methods and the frequency of use of differentiation utilized by middle school teachers within all disciplines to assist low-level readers. Teachers of reading, in all academic areas, assisted in answering how they use differentiation, what factors determine which differentiated instructional strategies they use, what their knowledge and skills of the use of differentiation encompass, and their frequency of use of differentiation. The findings of this study have implications for staff development and suggestions for teachers.