 The purpose of this study was to examine how differentiation can be used to teach complex analysis to future mathematics teachers at pedagogical universities. The researchers analyzed scientific papers and interviewed teachers to identify the problems associated with differentiating learning in math courses. They found that differentiated instruction should involve differentiated tasks based on different criteria. Additionally, they observed that complex analysis could be used to help students understand more advanced concepts. Finally, the researchers concluded that it is important for educators to gradually increase the complexity of tasks while maintaining high expectations for their students. This article was authored by M. the Pope and D. E. Bobby Leive.