This qualitative study surveyed university professors of literacy education to explore "how" and "if" they modeled differentiated instruction in their own college classrooms. A survey in questionnaire format on "how" and "if" University Reading Professors differentiate instruction was sent to a purposeful sample of Reading Professors. A total of six professors returned the questionnaire. The study identified various methods of how the professors differentiated the content, the process, the product and the environment within their Reading graduate and undergraduate courses.