Abstract: The current research aimed at investigating the effect of implementing a differentiated SIOP model for developing language- related life skills and motivation of primary stage pupils in an inclusive EFL classroom. The UNICEF's Life Skills and Citizenship Education Conceptual and Programmatic Framework (2017) was adopted. Instruments of the study included: a language- related life skills checklist for determining the most necessary life skills for fourth year primary stage pupils, an illustrated situational test to assess pupils' conceptions of life skills in different situations, a life skills observation checklist to be administered by the teachers in the classroom, and a motivation towards learning life skills scale. Seven main language- related life skills were determined by experts as necessary for target participants. Research sample consisted of seventy-nine fourth- year primary stage pupils divided into a control group (n= 39) that was taught using the conventional method, and an experimental group (n= 40) that was taught using the proposed differentiated model. The content of three selected units presented with the differentiated SIOP model was taught to pupils throughout twelve sessions. Results revealed that the differentiated model had a great effect on enhancing the pupils' language- related life skills and motivation towards learning them as there were statistically significant differences between experimental group pupils' mean scores on the pre- and post- administrations of the instruments of the research. The research also proposed some recommendations and suggestions for further research. Key Words: Differentiated SIOP Model, Language- related life skills, motivation, Inclusive classroom, EFL, Primary stage pupils.