This article investigates the integration of differentiated instruction and project-based learning (PBL) in Mathematics education, highlighting their potential to enhance student engagement, critical thinking, and the application of knowledge in real-world contexts. It delineates the foundational principles of both approaches, emphasizing their combined ability to provide personalized, dynamic learning experiences. Acknowledging practical challenges such as resource limitations, time constraints, and teacher readiness, the article proposes evidence-based solutions, including adaptive lesson planning, targeted professional development, and the incorporation of educational technology. These strategies aim to improve the effectiveness of teaching practices and establish a foundation for future research in innovative Mathematics pedagogy.This article investigates the integration of differentiated instruction and project-based learning (PBL) in Mathematics education, highlighting their potential to enhance student engagement, critical thinking, and the application of knowledge in real-world contexts. It delineates the foundational principles of both approaches, emphasizing their combined ability to provide personalized, dynamic learning experiences. Acknowledging practical challenges such as resource limitations, time constraints, and teacher readiness, the article proposes evidence-based solutions, including adaptive lesson planning, targeted professional development, and the incorporation of educational technology. These strategies aim to improve the effectiveness of teaching practices and establish a foundation for future research in innovative Mathematics pedagogy.