The purpose of this action research was to determine if using differentiating literacy in kindergarten led to more successful student achievement. This included implementing multi-sensory learning, learning styles, positive relationships, and relevant, specific data. The researcher is a kindergarten teacher in her 6th year of teaching, where her own students participated in the class-wide intervention. The timeline for conducting this action research was eight weeks. This included the quantitative phonics pre-assessment through FAST (Formative Assessment System for Teachers), implementation of differentiated literacy activities tailored to various learning styles, collection of purposeful and relevant quantitative data, and a post-assessment on literacy skills based on the differentiation implemented. Findings revealed participants had an ending score higher than the grade-level benchmark as well as an ending score higher than grade-level peers on average. The research was conducted to result in future instruction in whole building classrooms to solidify the decisions made regarding differentiated literacy practices.