International Journal of Learning and Development ISSN 2164-4063 2022, Vol. 12, No. 3 http://ijld.macrothink.org 53 Teachers’ Perceptions Regarding the Factors of Implementing Differentiated Instruction to Students with Learning Difficulties: Empirical Research in Primary Education Anastasia Papanthymou (Corresponding author) Dept. of Primary Education, University of the Aegean Dimokratias 1, Rhodes 85132, Greece Tel: +30-694-833-9499 E-mail: pred17005@aegean.gr Maria Darra Dept. of Primary Education, University of the Aegean Dimokratias 1, Rhodes 85132, Greece Tel: +30-224-109-9246 E-mail: darra@aegean.gr Received: August 18, 2022 Accepted: September 13, 2021 Published: September 27, 2021 doi:10.5296/ijld.v12i3.20184 URL: https://doi.org/10.5296/ijld.v12i3.20184 Abstract The main purpose of the present study was to explore the perceptions of primary school teachers of all specialties in the Dodecanese regarding the factors of implementing differentiated instruction to support students with learning difficulties in the classroom. Particularly, this study examined teachers’ perceptions regarding: a. the factors that help teachers’ ability implementing differentiated instruction in their classroom; g. the factors that hinder teachers’ ability implementing differentiated instruction in their classroom. The research was conducted in the context of the quantitative approach using an anonymous electronic questionnaire and the sample consisted of 174 primary school teachers of all specialties in the Dodecanese, from February 13, 2021 to April 28, 2021. According to the main findings, regarding the perceptions of the participants concerns the importance of the factors that enhance their ability to apply differentiated instructions in the classroom, it appears that teachers consider as the most important factors: the knowledge and experience,