Three years after the COVID-19 pandemic, school systems worldwide are still on the road to recovery. As students return to in-person learning, there is an increased awareness among educators to investigate the areas of student need where interventional strategies could be applied to bridge the learning loss and help further student academic achievement and emotional well-being. Focused adoption of differentiated instructional practices by teachers may be one of the many ways in which educators could make classroom learning more student-centered. This case study was an exploratory investigation into teachers' desired and actual use of differentiated instruction within the Greater Toronto Area (GTA). The study was conducted to gain a perspective on the areas of particular growth for differentiated instruction in the post-COVID educational environment. The findings from this study may help educational planners, school leaders, and teachers develop relevant professional development programs that could incrementally help to reverse some of the detrimental impacts of the pandemic on student learning.