This research study was conducted to determine the effects of technology-based, differentiated language arts instruction on students' achievement and confidence levels in regard to the completion of language arts assignments along with teachers' perceptions of this instruction and achievement. Student language arts achievement was examined through a unit on sentence structure along with student confidence levels regarding their ability to complete language arts assignments. Teacher perceptions of the use of technology and differentiated instruction were also explored. Twenty-four sixth grade students from a heterogeneously grouped, middle school language arts class participated in the study. Data collection included a pre and post intervention attitudinal survey, pre and posttests, student journal responses, teacher journal entries, and adult observer logs. Results from the study revealed a slight improvement in achievement in the area of sentence structure. Data for student attitudes about their confidence levels indicated a strong enthusiasm for the use of technology for learning simple, compound, and complex sentences but less enthusiasm for having differentiated assignments. Teacher perceptions were positive and indicated students were excited, engaged, and on task during instruction. Suggestions for future research on this topic and the utilization of these methods were made.