<p>Differentiated Instruction (DI) as an inclusive teaching approach that promotes educational equity appears especially relevant when looking at disappearances within the different German school tracks and their typical class compositions. The present study examined how school track and class composition, particularly number of students with low socio-economic background (SEB), relate to teachers’ use of DI. Using nationally representative data from the German National Educational Panel Study (NEPS) this study explored how DI implementation varies across school types and whether it is influenced by teacher characteristics, socio-economic class composition, and school track. Data was examined through means of correlation analyses, a one-way analysis of variance, and a hierarchical linear regression. Results showed less frequent implementation of DI in advanced and intermediate secondary schools compared to general secondary or special education schools. While the teachers’ age and gender do not significantly influence their DI practices, teachers are more likely to apply DI in classes with a higher proportion of students from low SEB. Simultaneously, the current data set as well as previous research showed an accumulation of students from low SEB in lower secondary school tracks, indicating the school track accounts for part of this effect. Implications of the results, limitations, and further research are discussed within the paper.</p>