This research study is the result of an investigation into the lived experiences of ten teachers' commitment to working with students diagnosed with dyslexia. The methodology used to collect and analyze the data was Corbin and Strauss' (2008) grounded theory. The data was collected through face-to-face, semi-structured interviews that were audiotaped and later transcribed. From the three levels of coding developed by Strauss and Glaser (1967)--open, axial, and selective--emerged a theory that described the process teachers used to foster social and emotional competencies among their students diagnosed with dyslexia. Scott's (2004) Conditional Relationship Guide and Reflecting Coding Matrix were instrumental in helping to identify the emerging theory. The study revealed that what teachers were describing (throughout the data collected) was their desire to create a safe and supportive environment so that their students could learn new skills that would facilitate their social and emotional development. Future studies on this topic should yield an even greater understanding of the importance of creating a safe and supportive place for learning, and the role parents, teachers, and school administrators would have in making that happen. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]