General education teachers are encouraged in many teacher education programs to differentiate instruction. The question was if instructors in teacher education programs modeled differentiated instruction (DI) in their teacher education programs. University instructors in teacher education programs were surveyed about their use of DI. DI included different variables related to preassessment for student learning preferences, strengths, and content, use of differing teaching methodologies and assessing. Fewer than half who responded preassessed their students for their learning preferences, strengths, and content knowledge. Almost all participants responded they differentiated the way they taught course material, their methodology. About half indicated differentiating the way they assessed. Qualitative responses indicate instructors noted an importance of modeling the use of DI in a teacher education program, but that they struggled with implementing it themselves. They also indicated it was easier to implement DI in a methods (pedagogy) course than in content (e.g., mathematics, English) courses. Overall, participants did utilize DI in their teacher education program on some level. The differentiated instruction survey is appended.