The current study was carried out to investigate the impact of using a differentiated instruction based program for enhancing elementary school EFL sixth graders' reading comprehension skills and reading engagement. A quasi-experimental pre-posttest control group research design was employed. Participants of the study consisted of sixty four boys and girls students randomly selected from Shalby Primary School at Minia Governorate. They were divided into two groups; a treatment group (n=32) and a non- treatment one (n=32).A Differentiated Reading Instruction Program was developed by the researcher and used with the treatment group whereas, the non-treatment one received regular reading instruction. For grouping the participants of the treatment group, three questionnaires were developed to differentiate instruction according to their reading interests, learning styles, and grouping orientation. Instruments of the study included a reading comprehension inventory, a differentiated instruction program, a reading comprehension test and a reading engagement scale. Analysis of data revealed that the treatment group significantly outperformed the non-treatment one in the post-performance of the reading comprehension test and in the post administration of the reading engagement scale. Recommendations and suggestions for further research were presented.