The present study examines the perspectives of 234 university instructors (UI) about (1) problems they see for students with dyslexia (StD), (2) the support they would need in order to be able to teach StD, and (3) the help they currently provide StD. In addition, information on instructors' dyslexia-related knowledge was collected. The results showed that while instructors are informed about dyslexia itself to some extent, they lack basic information about certain aspects, particularly diagnostics and dealing with StD in an appropriate way. Legal uncertainty aggravates this problem. A third of the instructors had provided assistance to StD in the past, but support is limited to compensational measures in exams. We argue that UI should receive more practical information concerning the above points and that support for StD should facilitate the learning process rather than (just) take the form of compensatory measures in exams.