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Objective: This article explores the concept of Differentiated Instruction in the context of English as a Foreign Language (EFL) classrooms, aiming to investigate how this educational framework can effectively address the diverse needs of individual learners (their backgrounds, readiness levels, interests, and learning styles) and promote educational equity. Methodology/Type: The research utilized an analytical descriptive approach, reviewing the pedagogical views and theories of prominent scholars (such as Carol Ann Tomlinson and Nancy Lawrence-Brown) and related learning theories (like Multiple Intelligences and brain-based learning) to confirm the efficacy of differentiated instruction as an alternative to the traditional uniform model. Framework/Contributions: The article highlights that differentiated instruction is built upon modifying three core curriculum components (content, process, and product) to align with students' individual readiness and preferences. This approach contributes to enhancing academic achievement for all students, particularly those facing challenges, and encourages teachers to adopt flexible, inclusive teaching strategies to meet the growing diversity in contemporary classrooms. Recommendations: Differentiated instruction is a crucial and central strategy that EFL teachers should adopt and receive training on to move away from traditional one-size-fits-all methods, ensuring that every student is provided with equitable opportunities for academic and personal success.