This chapter focuses on inclusive practices and student diversity in middle years classrooms. The chapter identifies and explains the key elements and guiding principles of differentiated instruction as they apply to students in this age group. Drawing on Tomlinson's 2014 framework, the authors describe the four key curriculum elements that can be varied or differentiated for middle years students: content, process, product, and the environment. The chapter introduces the principles of Universal Design for Learning and Multi-tiered Systems of Support as high-quality evidence-based frameworks for designing and implementing differentiated instruction and accommodations for diverse groups of middle years students. The authors provide explicit examples of differentiated instructional practices and specific support strategies for students with disability, students with English as an additional language/dialect, and gifted students. Gagné's Differentiating Model of Giftedness and Talent is explored as a means for understanding the complexity of giftedness and the modes of differentiation for students with co-occurring giftedness and disability. The key focus of the chapter is the identification of ways to differentiate learning for middle years students in mainstream classrooms.