The general purpose of this study is to determine the views of preschool and classroom teachers on differentiated instruction and to provide suggestions on differentiated instruction. The research was conducted in the case study design, one of the survey models. The study group of the research consisted of 12 preschool teachers and 30 classroom teachers, 36 of whom were female and 6 of whom were male, who were working in public schools in Ankara-Çubuk district and participated in the research voluntarily. The data were collected using a semi-structured interview form developed by the researcher. The collected data were analyzed using content analysis method. Frequency distributions were determined by creating themes and codes with the answers given to the interview questions. As a result of the research, it was determined that most of the teachers had positive opinions about the trainings on differentiated instruction, but there were also opinions stating that the trainings were insufficient. It was determined that there were positive opinions about differentiated instruction in terms of fast/slow learners, but there were also opinions that there were difficulties in implementation in crowded classes. It was determined that the majority of teachers had positive opinions about differentiated instruction, but some teachers also had negative opinions such as the difficulty of implementation in crowded classes and the need for more time. It was revealed that the majority of teachers had insufficient self-efficacy levels in differentiated instruction. It was determined that the majority of the teachers expressed the view that it is important to determine the level of readiness in planning, implementing and evaluating differentiated instruction. According to the majority of teachers, differentiated instruction contributed positively to students' individual and academic processes. It has been determined that the majority of teachers have the opinion that teacher competencies should be increased in order to better implement, improve and develop differentiated instruction, most teachers have the opinion that the school's hardware and physical environment should be improved and class sizes should be reduced. It is recommended to provide face-to-face trainings for preschool and classroom teachers on differentiated instruction.

Preschool education, classroom education, teacher opinion, differentiated instruction