In contemporary classrooms characterized by diverse learning needs and abilities, educators are challenged to adopt instructional approaches that respond effectively to student differences. One instructional strategy that has gained considerable attention is differentiated instruction, which emphasizes the adaptation of teaching practices to accommodate learners’ varied readiness levels, interests, and learning profiles. This study aimed to explore the dimensions of differentiated instruction and their influence on student achievement in science among schools in Bagumbayan District III. The research utilized a Sequential Explanatory Mixed Methods Design, which involved the collection and analysis of quantitative data followed by qualitative data to further explain and elaborate on the statistical results. The quantitative findings revealed that differentiated instruction in science classes was implemented to a great extent across the dimensions of content, process, product, and learning environment, These results indicated that teachers actively adjusted learning materials, applied varied instructional strategies, offered diverse assessment outputs, and maintained inclusive classroom environments that addressed the diverse needs of learners. In addition, students demonstrated an outstanding level of academic performance in science, suggesting consistently high academic achievement among the participants. Correlational analysis further revealed a strong and significant positive relationship between the extent of differentiated instruction and students’ academic performance in science indicating that increased implementation of differentiated practices was associated with higher levels of student achievement. To address these issues, the study proposed a comprehensive differentiated instruction model that integrates learner profiling, flexible instructional strategies, contextualized learning materials, student choice, and continuous assessment within a supportive learning environment. These elements collectively contribute to improved engagement and enhanced science learning outcomes.