The purpose of this study was to determine the relationship between differentiated teaching strategies and learners' numeracy skills, as perceived by elementary teachers. A predictive correlational research design was utilized to establish the relationships and predictive effects among the study variables. The respondents consisted of 110 elementary mathematics teachers from selected public schools in the Laak North District, Division of Davao de Oro, selected through total enumeration sampling. Data were collected using a researcher-adapted survey questionnaire and analyzed using means and standard deviations, Pearson Product–Moment correlation, and multiple linear regression. Findings revealed that the level of differentiated teaching strategies was generally high in terms of content, process, and readiness consideration, while product differentiation was moderate. The results further showed a significant but low positive relationship between differentiated teaching strategies and numeracy skills of learners. Among the indicators, only process differentiation and readiness consideration emerged as significant predictors of numeracy skills, while content and product differentiation did not show significant predictive influence. The findings highlight the importance of strengthening instructional delivery and aligning teaching practices with learners’ readiness to effectively improve numeracy outcomes.