The purpose of this study was to extrapolate the impact of incorporating students’ learning styles into differentiated science instruction in Grade 10 at Limbaan National High School. To test the formulated hypotheses, a quasi-experimental research design was utilized where the 160 respondents were divided into two groups- the control group and the experimental group. The instruments used for data collection were a validated 50-item pre-test/post-test adopted-modified from the Grade 10 Teachers’ Guide in the K to 12 science curricula used by the secondary schools. The obtained data were subjected to T-test statistical analysis. The outcomes demonstrated a statistically significant difference between the post-test scores of the experimental group and the controls group. The findings support the assertion that, as compared to the use of a conventional teaching approach, the use of differentiated instruction has a considerable impact on students’ academic achievement.