The purpose of this study was to examine the effectiveness of using differentiated instruction to improve students’ overall reading abilities in a Standard 1 Belizean classroom. Data were collected by conducting teacher interviews, pre- and post-literacy assessment, and analysis of teachers’ weekly reading plans. The pre- and post-tests assessed students in three areas: phonological awareness, phonics, and reading comprehension. The results demonstrated higher reading scores for 78% of the student participants, thereby supporting differentiated instruction as an approach to improving students’ reading levels. The findings also indicated that, while teachers felt the approach was essential for students’ success, it required adequate training; time; resources; and support from school leadership.