When asked how high-ability children are served in schools, differentiation remains the most common response. However, research suggests that in practice differentiation actually is not implemented regularly. If differentiation were to occur at the broader levels of the district and building, the structures would be in place to facilitate classroom differentiation thereby enhancing its power. Participants examine elements at each level, including programming and policy documentation, student and teacher assignment, and scheduling and classroom practices. The presenters also share free, published tools for examining classroom differentiation.