This study aims to examine the self-efficacy perceptions of teachers working in the PIKTES Project regarding differentiated instruction, with a particular focus on how these perceptions differ by gender, field of expertise, assigned unit, and years of service. The research is grounded in the unique educational context of the PIKTES Project, which supports the integration of refugee students into the Turkish education system. Understanding teachers’ preparedness for differentiated instruction is vital due to the diverse linguistic and cultural profiles of the student population. The study employed a survey design and included 153 PIKTES teachers. Data were collected using the Differentiated Instruction Self-Efficacy Scale, which includes three sub-dimensions: Planning, Implementation, and Assessment. According to scale interpretation guidelines, scores between 4.21 and 5.00 indicate high self-efficacy. The results showed that teachers reported high self-efficacy in all sub-dimensions, with the highest score in implementation practices. No statistically significant differences were found in self-efficacy perceptions across gender, teaching field, or assigned unit. However, a significant difference was observed in the assessment sub-dimension based on years of service. These findings suggest that while PIKTES teachers feel confident in their ability to differentiate instruction, assessment practices may require further support, particularly among less experienced teachers.