This study aimed to identify the reality of employing the differentiated education approach in education from the point of view of science teachers in basic education schools in Al Dhahirah Governorate in the Sultanate of Oman, describe the challenges that face in employing differentiated education, and determine their attitudes towards it. The study followed the descriptive approach using a questionnaire consisting of (36) items and was applied to a group of (86) male and (186) female science teachers in Al Dhahirah Governorate in basic education schools for grades (1-10) in the academic year 2023/2024. The study concluded that the average reality of employing the differentiated education approach in education is high, and there are no statistically significant differences at the level (0.05) between the averages of employing the differentiated education approach by science teachers due to the gender variable and the level of study taught, while there are statistically significant differences due to the years of experience variable in favor of the greatest years of experience (11 years or more). The results of the study also showed that the average challenges facing science teachers to employ differentiated education were high, including a high teaching load (number of classes and work assigned to them), high course density, and high student density per semester. The study also showed that there are high positive attitudes among science teachers towards employing differentiated education on. The researcher recommended several recommendations including: reducing the teacher’s load of or the number of weekly classes in a manner consistent with his basic tasks, considering the number of students per class, and paying attention to developing and updating training programs for teachers.