Differentiated instruction is a philosophy about teaching and learning based on the main assumption that students who are the same age differ in their readiness, interests, styles of learning, experiences and their life circumstances. This study aims to investigate the Jordanian science teachers' perspectives on differentiated instruction. Qualitative data were collected via face-to-face interviewing (18) Jordanian science teachers, who were join training in differentiated instruction. The results of the study show that most of the science teachers (67%) indicated that the opportunity to implement differentiated instruction is poor, they believe that differentiated instruction can cause them to lose control on the educational situation This could be attributed to the classroom environment prevalent in the schools of Jordan which enshrines the authority of the teacher and his/ her central role, which was the most dominant obstacles in this regard. The second main obstacle is the weakness of training of science teacher with regard to implementing this strategy, in addition to other obstacles related to allotted time, classroom environment and administrative obstacles. Therefore, the study recommends intensifying the training related to implementing differentiated instruction strategies, in addition to planning science curriculum in accordance with the requirements of differentiation and diversity.
Key words: Differentiation Instruction - Science Teaching - Education Equity - Jordan.
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