This article presents exploratory research examining the strategies employed by art teachers who identify as dyslexic. The study originated out of the personal interest of the researchers better to understand the strategies for learning used by teachers with dyslexia and the potential influence it has on their pedagogy. The question that this interest generates is "What learning strategies, used by art teachers with dyslexia, can be used as pedagogical tools?" To help answer this question, three art teachers were chosen to participate in the research; this was a purposeful choice, based on their self-identification as having "severe" dyslexia. The research consisted of informal interviews and classroom observations. However, we found that autobiographical details, augmented by reflections their individual teaching and learning experiences were particularly useful. We focused on whether strategies used as learners were now informing their teaching. Although small in scale, the study connects several positive attributes often associated with dyslexia (such as visual spatial awareness) to classroom practices, in addition to empathy with struggling students.