The aim of the present study has been to investigate the impact of the Differential Strategy on teaching Mathematics on the academic achievement and attitudes toward mathematics in comparison with traditional method. The sample of the study consisted of (42) eleven Grade students chosen randomly from Muscat Institute for Islamic Sciences, and was divided into two groups, the experimental group consisted of (21) students and taught by the Differential Strategy, and the control group which taught by the Traditional method. After (9) week experiment, an achievement test was given to all students of the sample study. A attitudes scale was utilized. A multivariate analysis of T-test was used to measure the effect of the treatment in the dependent variables (the academic achievement and the attitudes toward mathematics) and to measure the differences between the pre and post – tests performance of students regarding the achievement and the attitudes of both the experimental and the control groups. The research findings showed that there were statistically significant differences in the academic achievement of mathematics between the experimental and the control groups due to the teaching method for the benefit of the experimental group at the significance level of 0.05. The findings also showed that there were no statistically significant differences among students' attitudes resulting from the teaching method applied. The research findings indicated the necessity of using the Differential Strategy method in teaching because of its positive effect on developing students academic achievement in mathematics.