A glance at a typical classroom situation in Armenia will reveal a ubiquitous attitude: ‘best'' students are the most motivated ones and are the limelight of the class; therefore the teacher prefers to work merely with them, whereas ‘bad'' students are laid- back and disregarded by the teacher. Can this situation ever change? The crux of this study is the implementation of differentiated instruction for adult learners of English in an Armenian setting who have had previous exposure to language. A classroom experiement is described as one of the ways to differentiate EFL instruction based on learners'' learning styles. The book provides an overview of differentiating instruction, describes the process and the outcomes of the classroom research, as well as suggests further directions for research. The thesis may be of interest to EFL teachers and learners, as well as researchers who want to practice differentiation in their classrooms.