This study aimed to explore the effectiveness of using differentiated teaching strategies in improving achievement and historical thinking skills in social studies for grade seven female students. The study sample consisted of (60) female students. The sample was divided into two groups; an experimental group and a control group. There were (30) students in each group. The students in the experimental group were taught using the differentiated teaching strategies and the control group was taught using the conventional way. The two groups were equivalent in the variables related to the study. Two tests were conducted; one to measure students' achievement and the second to measure the historical thinking skills. The achievement test consisted of( 21) questions and the historical thinking skills test consisted of (20) questions. The tests were validated by a jury of judges and they were administered on( 25) grade seven female students not involved in the actual study sample to test their reliability. Alpha Cronbach was (.80) for the achievement test and (.78) for the historical thinking skills test. The findings of the study showed that there was a significant difference between the means of the marks of the students in experimental and control groups in both the achievement test and the historical thinking skills test. In light of the findings, the study recommends spreading the knowledge of using the differentiated teaching strategies in teaching social studies.