For decades, Blissymbolics (Bliss) has been used as a communicative symbol system for persons with complex communication needs. The linguistic features of Bliss words offer the potential for use with learners with learning disabilities to acquire literacy; however, no formal documentation of this is available. This qualitative study aims to describe how Bliss words, as a bridge to teaching and learning literacy for speaking learners with learning disabilities with diverse first languages, is perceived by learners, caregivers, and teachers at a South African school for learners with special educational needs. The study will further report on observations of learners' behaviours since Bliss was introduced. Semi-structured online interviews were conducted with learners (n = 16) (aged 13--18), teachers (n = 14) as well as caregivers (n = 2). The reflexive thematic analysis developed three primary themes with 10 subthemes. Findings indicate that Bliss was perceived as a useful and enjoyable tool in teaching learners with learning disabilities who have different first languages. Furthermore, it was reported to improve learners' literacy and language skills as well as their psychosocial behaviour. Further studies are proposed to support these findings.