Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Foorman et al., 2016; IDA, 2018; NRP, 2000; TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support bilingual tamariki (children) who may present with dyslexic tendencies in Maori-medium immersion contexts. Through an anonymous questionnaire to kaiako within kura kaupapa Maori (Maori-medium immersion schools) who teach or have taught tau 0-10 akonga (years 1-10 students), participants shared what they know and understand about literacy, dyslexia and how this learning difference might reveal itself through te reo Maori (Maori language) and English. The findings highlighted the potential structured literacy has to benefit all akonga in both languages and the need for te reo Maori resources and professional development on dyslexia and structured literacy.