Many educators are faced with the challenge of serving all students who have various learning styles, needs, and strengths. It is inevitable that a single classroom will represent a wide variety of student ability levels, and one size of instruction does not fit all. According to Mainini & Banes (2017) students often lack engagement and motivation when instruction is too hard or too easy. In order to maximize student learning, individuals need differentiated support and guidance that is catered specifically to their needs and strengths. Current research suggests that implementing differentiated math instruction through the use of guided math rotations is best practice and can solve this problem. The purpose of this literature review is to discuss the implementation and effects of differentiated math instruction in the classroom. Specifically discussed are approaches to integrating differentiated math instruction into the classroom, why it is effective, and how student engagement and academic achievement are impacted.