This action research project examines the impact of using student choice to differentiate mathematics learning stations in an elementary classroom at San Diego Cooperative Charter School. After analyzing surveys, journal entries, exit cards, observations, and interviews from 40 fourth grade students, I identified several themes related to the studentsÕ learning preferences and dispositions toward math, and the viability of using student choice as a method for differentiation. These findings suggest that integrating student choice opportunities into lesson design benefits both students and teachers. A series of questions to consider before offering choice in the classroom is included as a reference for educators.