The research aimed to examine primary teachers' experiences using inclusive pedagogy to serve bilingual pupils with dyslexia. Nine international elementary teachers participated in the study conducted at The International School, a multilingual International Baccalaureate (IB) institution in the United Arab Emirates. The school placed significant emphasis on fostering language and cultural diversity by implementing a dual-language education approach and offering a biliteracy curriculum in both English and French/German. Teachers' perspectives were gathered through qualitative interviewing and analysed thematically. The results highlighted the need for fair and inclusive learning settings and the benefits and pitfalls of inclusive pedagogy. The research demonstrated a shift towards equitable and personalised inclusive strategies that prioritise individual needs and fairness over conventional approaches. The task of reconciling bilingual education with dyslexia help posed a significant challenge, necessitating a prioritization of language assistance and inclusive support by teachers. Literacy was enhanced through structured phonics and multisensory materials, and successful bilingual instruction was supported by a collaborative effort among teachers and the implementation of translanguaging strategies. The research findings highlighted the value of individualised, team-based approaches in helping dyslexic children in a multilingual environment, adding to the conversation on inclusive education. [For the complete proceedings, see ED672804.]