In modern times, teaching strategies are evolving from traditional ones to modern ones. Differentiated learning instruction is one of the teaching strategies that is diverse in nature and is flexible. This study was conducted to determine the effects of differentiated learning instruction strategy on learners’ academic achievement in EsP at Hinaplanan National High School, Hinaplanan, Claveria, Misamis Oriental, School Year 2023-2024. It specifically sought to find the effects of differentiated learning instruction strategy on learners’ academic achievement in Edukasyon sa Pagpapakatao, examine the learners’ attitude towards Edukasyon sa Pagpapakatao, determine the significant difference in the learners’ academic achievement in the EsP pretest and posttest when grouped according to their attitude towards EsP, and determine the effect of differentiated learning instruction strategy on learners’ academic achievement in Edukasyon sa Pagpapakatao. The respondents were the sixty (60) Grade 7 learners. It made use of quasi-experimental method of research with the instrument that was adapted from the self-learning modules (2020) of Edukasyon sa Pagpapakatao 7 and a researcher-made questionnaire on learners’ attitude towards the subject. Descriptive statistics such as frequency, percentage, mean and standard deviation as well as T-test were used to determine the significant difference in the learners’ academic achievement in EsP pretest and posttest and their attitude towards EsP. The findings of the study highlighted that the psychomotor domain has the highest mean which rated as outstanding. It revealed that there was a significant effect of differentiated learning instruction strategy on learners’ academic achievement in Edukasyon sa Pagpapakatao. Through the revision and modification of the lesson's subject matter, delivery and strategies, it increases student involvement, and it increases also their participation. With it, the academic achievement of learners improved. Further, on the learners’ attitude towards Edukasyon sa Pagpapakatao, the result for both groups, experimental and control, was described as agree and positive. Learners already hold a positive attitude of the subject they are studying since then. Thus, the positive attitude increased motivation, engagement, and a stronger desire to learn. It can be concluded that differentiated learning instruction strategy is effective when it comes to improving learners’ academic achievement in Edukasyon sa Pagpapakatao 7. It is recommended that school administrators and teachers should work collaboratively in utilizing differentiated learning instruction strategy to sustain learners’ achievement in Edukasyon sa Pagpapakatao.