This research describes differentiated teaching practices in English classes and examines the common challenges English teachers encounter while implementing them at the junior high school level. The selected school was one of the public and private schools in Purwokerto. The study aims to examine the practical strategies teachers use to implement differentiated teaching and identify the challenges they encounter. The descriptive qualitative method was applied for this research. Four English teachers participated in the study. The result depicted that all teachers had implemented differentiated teaching in their classes with the minimum level of understanding and practice. Differentiated teaching activities are presented in different types: 1) differentiated content, in which teachers use different ways of presenting the materials. The teachers used videos or YouTube videos and pictures to explain the materials. 2) differentiated process, in which teachers implement different classroom activities such as discussion or group work according to students’ interests and learning profiles. 3) differentiated products performed through different learning products from the students, such as students’ flyers and classroom presentations. and 4) different learning environments. The different learning environments were presented by arranging the students’ seating positions to fit the activities. However, teachers also encountered challenges implementing this Differentiated Teaching approach in the classrooms. They articulated that differentiated teaching needs time-consuming preparation. In addition, teachers stated that they lack understanding of differentiated teaching and teachers lack skills in implementing it. These challenges imply that teachers must improve their knowledge and skills to implement more appropriate differentiated teaching.