This phenomenological study was designed to investigate the coping strategies of teachers with dyslexia. Six middle and high school teachers from three different states in the US Midwest and South were interviewed. Interview data were analyzed for consistent themes and emergent details. Findings indicated that teachers with dyslexia employ a number of strategies to mitigate their disability, they often utilize their childhood experiences as dyslexics to help their students, and that they believe they have increased levels of empathy for their struggling learners. For school and district personnel, the findings suggest that there are steps that can be taken to support teachers with dyslexia to help them further cope and minimize the effects of their disability. These steps include implementing professional learning opportunities to help teachers with dyslexia, providing teacher mentors, and considering appropriate accommodations to address work expectations. [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.]