This action research study describes the influence of differentiation of reading instruction based on student choice and interest on the reading growth of seventh-grade special education students in the academic enrichment classroom. This research was grounded in the theoretical framework that involves differentiation of instruction (Tomlinson, 2001), special education students (Bender, 2012), and middle school reading instruction (Robb, 2010). This action research study implemented a parallel mixed methods design to explore the following research question: What influence does differentiation of reading instruction based on student choice and interest have on the reading growth of seventh-grade, special education students in the academic enrichment classroom? The participants in this study included 10 special education, inclusion/academic enrichment, seventh-grade students. The data collection methods used in this study were field observations, interviews, and pre- and post-assessments. Data was analyzed for growth over time in amount of time off task; reading accuracy, comprehension, and fluency; and in overall willingness to read and attitude about reading. The results of this study indicated that when responding to differentiation of reading instruction based on student choice and interest, seventh-grade special education students displayed positive responses in amount of time off task, reading growth, and willingness and attitude about reading.