The purpose of this qualitative descriptive study was to explore how educators in the United States described their pedagogical approaches to teaching reading to children with dyslexia. This study used Ajzen's theory of planned behavior (TPB) as its foundation. Three research questions regarding how U.S. educators describe their pedagogical approaches to teaching reading to children with dyslexia, their intent, and their ability to do so guided this study. The sample was made up of 41 educators who teach students with dyslexia. The sampling strategy was convenience. Data sources included an open-ended qualitative questionnaire (n = 41) and semi-structured interviews (n = 16). Braun and Clarke's inductive thematic analysis approach was used to produce three themes for this study including: (a) additional knowledge sought out by educators drives pedagogical approaches; (b) educators' attitudes and attributes are driven by accessible beliefs; and (c) educators' beliefs and perceptions add social-emotional aspects to approaches. Findings revealed that educators described a shift in practices in the field of education, moving from balanced literacy to structured literacy, the science of reading, and the tenets of the Orton-Gillingham method or philosophy. The findings also showed that educators described themselves as self-driven, proactive, and willing to pay out of their own pockets to secure needed knowledge and skills to teach students with dyslexia, oftentimes having children of their own or other family members with dyslexia. The implications of these findings were that colleges need to train educators how to teach children with dyslexia, including social emotional aspects. [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.]