The idea of differentiation seems to invite a focus on the differences between people rather than what is common. This may seem at first to be a straightforward idea. It is not quite so uncomplicated, however, since the degree to which we consider the human race as comprising individuals with differences, or as a mass of humanity with much in common, can vary. Sensitivity to the extent of 'difference' between people has grown as the idea of the individual has increased in significance. Also, difference between people is discerned not so much by simple identification, but through the values and purposes that are held in mind. For this reason, alerting ourselves to difference is seen as appropriate at some times and irrelevant at others. This means that, depending on the context, any perceived difference, such as race, gender or age, may be acknowledged and influential or deliberately disregarded. Educational contexts are good examples of such contrasting approaches where particular values and priorities can exert pressure to distinguish between people, or alternatively, disregard difference in favour of common provision. Any claim in schools for differentiation or common entitlement then, rests less on empirical evidence, more on values, assumptions and professional judgement. In this chapter I will examine some of the underlying assumptions of commonality and difference in education and explore some of the values and priorities on which those conceptions are based. I then go on to look at ways in which apparently contrasting positions can be drawn together in carefully conceived classroom practice.