In higher education, managing student heterogeneity and implementing learning organization solutions tailored to individual learning needs are becoming increasingly challenging. This study presents a pilot methodological development based on the use of a method called the “learning menu” at the Faculty of Education for Children and Special Educational Needs at the University of Debrecen, within the framework of the course titled “Active Exploration of the External World.” The goal of this development was to create a learning environment that simultaneously supports differentiation, student autonomy, and active learning. The learning menu was designed to allow students to choose from a variety of tasks of varying difficulty levels, tailored to different learning styles and preferences. The method allows for individualized learning paths while ensuring that common goals are not lost. The study presents the theoretical background of the method, its practical implementation. The feedback and the reflections of the involved students and the instructors are also presented. The results suggest that the learning menu contributed to increased student activity, motivation, and autonomy, and supported differentiated learning organization even in larger student groups. Based on these findings, the method shows promise for adaptation in other teacher-training courses; however, its implementation requires careful planning and significant preparatory work on the part of instructors.