This study aimed to investigate the relationship between differentiated instruction and learner engagement in elementary classrooms, focusing on Dolores Central Elementary School in the Schools Division of Eastern Samar. Specifically, it sought to determine the level of implementation of differentiated instruction as perceived by teachers in terms of content, process, product, and learning environment, as well as the level of learner engagement as perceived by pupils in terms of behavioral, emotional, and cognitive dimensions. Furthermore, it examined whether a significant relationship exists between differentiated instruction and learner engagement. A descriptive-correlational research design was employed. Data were collected from teacher and pupil respondents using validated researcher-made questionnaires. Descriptive statistics such as mean and standard deviation were used to analyze the levels of implementation and engagement, while Pearson’s Product-Moment Correlation Coefficient was utilized to determine the relationship between the two variables. Findings revealed that differentiated instruction was highly implemented in terms of content, process, and learning environment, while product differentiation was moderately implemented. Learners demonstrated high behavioral engagement, while emotional and cognitive engagement were at a moderate level. A statistically significant moderate positive correlation (r = 0.68, p < 0.05) was found between the level of differentiated instruction and learner engagement. The results affirm that differentiated instruction is a key factor in enhancing learner engagement. The study recommends strengthened teacher training on DI strategies, especially in designing differentiated products and promoting emotional and cognitive engagement, to foster a more inclusive and responsive learning environment.