Inclusion is described as an ongoing process that aims to promote diversity and equity, and foster a sense of belonging for all. In Portugal, differentiated instruction (DI) is conceptualised as an effective inclusive approach that caters to individual student needs within a heterogeneous group. However, achieving the goal of including all students presents substantial pedagogical challenges and misconceptions about DI have proliferated, increasing inequalities in the classroom and sometimes educational exclusion. DI often only involves adjusting learning goals to accommodate struggling students’ abilities which neglects the transformation of school organisation that is fundamental to developing DI as a collective inclusive education project. Within this context, this chapter aims to explore the exclusionary effects of DI mainly due to the different interpretations of inclusive education.