The present article is devoted to the study of how to organize differentiated learning and to identify the peculiarities of differentiated learning in EFL class in heterogeneous groups at a secondary school. The relevance of this research work is stipulated by the need to solve many practical issues in organizing teaching a foreign language in multi-level and heterogeneous groups and the need to study effective forms and methods of teaching to increase students’ involvement and active participation and to improve the effectiveness of foreign language teaching. The purpose of this article is to determine the peculiarities of using differentiated learning and to improve the effectiveness of foreign language education in heterogeneous groups through differentiated learning. This study used methods of observation, pedagogical experiment, analysis, and differentiation. Sixteen seventh-grade students took part in this experiment focused to identify the effect of differentiated learning, and fifteen seventh-grade students were monitored in a control group. The study confirmed and verified the hypotheses that differentiated learning accomplishes several tasks: first, the level of knowledge of each student improves; second, favorable conditions are created for all students; third, student-teacher cooperation enhances; fourth, students’ motivation and lesson involvement increases.