Abstract: The way lessons are presented in the classroom can be a major shift in the degree of motivation for learning; it can either enhance or diminish motivation. Differentiated Instruction (DI) is a modern learner-centered approach that addresses students’ diverse needs, interests, and learning preferences. This study investigates the impact of DI on students’ motivation, focusing on the perceptions of English majors at Ibn Tofail University. The researchers conducted a quantitative study and utilized a questionnaire to gather data from 140 undergraduates. The results show that most students perceive DI as a positive factor that harnesses a more inclusive and welcoming learning environment where everyone has an equal chance to succeed. Participants indicated a feeling of support, self-value, and active encouragement to participate in class.