The presented challenge in education revolves around the effective utilization of differentiated and individualized instruction by special education teachers, aiming to address the unique needs of students with learning disabilities. This study's purpose was to identify ways to use these instructional methods to develop methods that create better educational experiences for the teacher and student. The research methodology was qualitative with a narrative design. The population was high school and middle school special education teachers in New Jersey. Purposeful and snowball sampling was used. The instrumentation used to collect information was interview questions. Data analysis procedures were collecting previous literature and information from interviews to develop common and different themes presented in the responses given. The predictive benefits of the study were potential strategies that could be used to alleviate problems and challenges presented when implementing differentiated and individualized instruction. The beneficiary of this study would be special education teachers. The findings were that differentiated and individualized instruction is beneficial in promoting inclusivity, increasing desired behaviors, developing self-awareness, cultivating relationships, increasing engagement, and supporting self-advocacy. Some detriments experienced while differentiating and individualizing instruction are time, collaboration, overaccommodation, resistance, standardized testing, and fairness. [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.]