This study aimed to determine the significance of the relationship between teacher’s feedback and differentiated instruction among teachers in the Division of Panabo City. Utilizing a descriptive-correlational research design, the study involved 116 teacher respondents selected through purposive sampling. Validated and pilot-tested instruments were used to measure the extent of teacher’s feedback and differentiated instruction. Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that both teacher’s feedback and differentiated instruction were practiced at an extensive level. Among the domains of feedback, praise and facilitative feedback were most frequently observed. Differentiated instruction was most evident in terms of learning and lesson design. A significant relationship was found between teacher’s feedback and differentiated instruction, indicating that as teachers provide more meaningful feedback, their implementation of differentiated instruction also improves. Furthermore, all six domains of teacher’s feedback, verification, facilitative, praise, functionality, structure, and negative feedback, significantly influenced differentiated instruction. The regression analysis confirmed that 71.3% of the variance in differentiated instruction could be explained by teacher’s feedback, with facilitative feedback showing the strongest influence. The study concludes that teacher’s feedback is a vital component in promoting effective differentiated instruction, fostering inclusive and responsive teaching practices.