This qualitative action research study was conducted in a bilingual second grade classroom. It will present findings regarding implementation, understandings and evidence of differentiated instruction (DI). The findings of this study highlight how aligned instructional planning and defined pedagogical understandings foster differentiated instruction implementation in the classroom. Data showed the implementation of DI was structured into four blocks of instruction where students participated of a variety of instructional experiences. Data also showed pedagogical understandings influenced the implementation process. Evidence of varied levels of DI, strong instructional alignment, instruction aligned to brain research was also found. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]