Higher education faculty have begun to explore innovative teaching methods in response to the increased diversity of undergraduate degree seekers. Differentiated instruction (DI), popularly utilized in K-12 education, offers an approach to teaching that relies on continuous assessment designed to inform educators of how to adjust content, process, and products based on student needs. Rooted in constructivism, DI offers a practical approach to teaching in higher education underpinned by learning theories such as sociocultural learning and andragogy. Researchers have identified challenges and benefits to the use of DI in higher education; however, research remains limited. The purpose of this quantitative survey research was to identify undergraduate faculty levels of knowledge and implementation of DI strategies. Participants were recruited through convenience sampling (i.e., word of mouth and a recruitment flyer posted on social media). The online survey, Knowledge and Implementation of Differentiated Instructional Strategies (KIDIS), consists of 22 items designed to capture faculty knowledge and implementation of DI strategies. Psychometric properties of the instrument indicated validity, reliability, and large effect sizes. Results indicated that undergraduate faculty have knowledge of DI strategies and implement them. No significant knowledge differences emerged for subgroups; however, the results showed significant differences for implementation according to gender. The KIDIS should be utilized in future studies to confirm subgroup findings. Continued research with larger samples sizes will also provide opportunities for further exploratory subgroup analysis. The relationship between knowledge and implementation of DI should also be explored in future research. [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.]