In the context of the Indonesian curriculum, teaching English to seventh graders presents its own challenges due to the heterogeneity in their initial proficiency levels. The fact that every student has different English learning background in their elementary schools has created variability in students’ English proficiency. Thus, different approaches need to be taken into account to respond to this. This paper aims to showcase the integration of Project-Based Learning (PjBL) model and Differentiated Instruction (DI) principles in a seventh-grade English classroom consisting of students with heterogeneous English proficiency. By creating projects that suit their interests and competence level, students not only learn the targeted language skills but also develop problem solving and collaborative skills. Through flexible content, process, and product options, the students can thrive regardless of their proficiency levels. Further, this paper also presents practical insights into creating student-centered learning environments that can facilitate diverse learners’ needs and abilities.