The purpose of this mixed methods study was to examine the academic achievement implications for developmental community college students taking an introductory business course when instruction was differentiated in order to make course content more accessible. The research questions guiding this study looked at the relationship between differentiated instructional strategies and traditional instructional strategies. The theoretical framework for the study focused on instructional practices that target postsecondary education and are designed to facilitate student learning. The quantitative data results indicate there is no statistically significant relationship between student academic performance and the instructional method used. The qualitative data suggests students may have been more engaged when differentiated instructional strategies were used. The instructor participating in the study gained an understanding that student learning needs to be at the forefront of the course planning process. These results have particular meaning for student learning when considering that many community colleges allow students who have tested into developmental course work to take college-credit or gateway college courses. Implications for future research are in the areas of professional development for community college faculty and the way institutions approach developmental and remedial education. [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.]