This chapter asserts the importance of practical experience for self-efficacy for DI. I assert that although a theoretical understanding lays a foundation, strengthening teachers’ self-efficacy for DI requires practical engagement, such as observations of colleagues, engagement in collegial discourse and the receipt of support. Although they had a deep understanding of the principles of differentiation, many teachers in this study showed a reluctance to implement it because of a lack of confidence. I argue for sustained PD initiatives in differentiation rather than sporadic, one-off training sessions. I further assert that educators with high self-efficacy for implementing differentiation have a greater ability to foster a trusting rapport with their students and facilitate IE through the differentiated planning process.