Differentiated Instruction (DI) is a philosophical and pedagogical approach supporting diverse student engagement in learning, but limited research exists in DI in senior-secondary mathematics. Using semi-structured interviews, the perceived use of DI of two senior secondary mathematics teachers was investigated. One of three themes is discussed in this paper; using strategies to enable student choice and voice. Results indicated teachers used various DI strategies to support students to understand their current levels of need, allowing student choice in their tasks, and supporting student reflective practice. DI in senior-secondary mathematics is complex, but achievable.