“A teacher who arrives in the classroom with elegant curriculum is likely to stand before students ofa danced ability and students who come trailing disabilities, students from poverty and students from plenty, students who dream bold dreams and students who do not believe dreams are worth their time, students who speak the language of power and students to whom that language is unfamiliar, students who learn by listening and those who learn through application, students who are compliant and those who challenge authority on every hand, students who trust and those who are damaged and devoid of trust. To pretend those differences do not matter in the teaching/learning process is to live an illusion” (Tomlinson & McTighe, 16) “Differentiated Instruction focuses on whom we teach, where we teach, and how we teach” (Tomlinson & McTighe, 3). In order to accommodate and meet students where they are when they come into the classroom, educators must provide various pathways for engaging with the information being passed within the classroom. Finding ways to differentiate aspects of the curriculum is incredibly important, especially in a classroom that aims to address social inequalities. This can be as simple as creating distinct and divergent forms of assessment that better fit forms of evaluation that better allow students to succeed. While there are many factors to consider in thinking of ways to differentiate the curriculum, it is important to do so if the classroom and the learning space is intended to be a more equitable place.