A recent nationwide investigation into the context and efficiency of FL teaching in Hungarian public education (Öveges & Csizér, 2018) revealed insightful results, among others, on FL teachers’ beliefs and practices of DI. The study aimed at investigating the effectiveness of foreign language teaching in Hungarian public education by collecting data through questionnaires administered to a representative sample of school principals (n = 149), primary and secondary school teachers of foreign languages (n = 1118), Grade 7 and 10 students (n = 8131) and education consultants (n = 70) in Hungary. The questionnaires comprised of statements covering several topics, including DI, and participants had to indicate how much they agreed with those on a 5-point Likert scale. As for the results related to DI, teachers saw their capability to cater for their students’ individual needs relatively positively (M = 4.36), but the statements related to the perceived effectiveness of their work, more specifically, the extent to which they thought their low-achiever students had equal chance to develop in their lessons, received much lower scores (M = 3.45) (Illés & Csizér, 2018). This latter finding was in correspondence with how education consultants rated teachers’ work, as they named DI as the second most important area where teachers need training, following the use of ICT (Kálmán & Tiboldi, 2018). The authors concluded that raising FL teachers’ awareness of DI may be necessary, but it is also possible that teachers are “very much aware of the necessity of DI, but, for some reason, cannot or do not want to use it in their daily practice” (Kálmán & Tiboldi, 2018, p. 198).