This study identified knowledge, motivation and organizational influences preventing the consistent implementation of differentiated instruction via Guided Reading in English classes at a Middle-eastern public primary school in Abu Dhabi. English medium teachers, most of whom hail from native English-speaking countries, were the target stakeholder group. Each teacher participated in an observation, a one-on-one interview and submitted a copy of the week's English plans for document analysis. Findings included the need for more teachers to have in their repertoire strategies for scaffolding English Learners, as well as a more refined understanding of how to incorporate instructional strategies to aide students' reading development. Some teachers attributed student success or failure to language proficiency or some other ascribed cultural characteristic, suggesting a need for teachers to better understand the impact of instruction on student performance. Additionally, findings indicated that lack of high quality feedback and the presence of organizational silence hindered consistent Guided Reading implementation and deterred teachers from bringing attention to or requesting help with known barriers. Finally, recommendations for each validated influence are provided along with a detailed implementation plan, based on the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016).