Differentiated instruction provides insight into the students’ level of engagement with the subject. For example, one student from my Algebra II class had struggled with the material covered during the first semester. Her scores on tests and quizzes ranged from 60% to 80%. She submitted most of her homework. When I spoke to the student, she said that she wanted to understand the material better, but she did not know how to study. We tried several methods, and nothing worked. I investigated further and discovered that she really loved creating art on the computer. So, I introduced her to several programs online (e.g. Blender , Desmos, and Scratch by MIT) that she could use to explore three-dimensional modeling. She got excited and started working on them instantly. After a week, she found herself struggling to make some of the objects the right size or place them in the right position. That is when I introduced her to the mathematics used in three-dimensional modeling. Instantly, she wanted to learn as much as she could about graphing two- and three-dimensional equations. What I learned from this experience was that engagement is crucial to the learning process. The only way that this could have been this successful was by consistently engaging the student using the methods listed above. By working closely with students and helping them explore the material in their own way (i.e. differentiated learning), we can facilitate the learning process more effectively.