The purpose of this study is to investigate the lived experiences of three students who have received Structured Literacy instruction in a Dyslexia Lab while delivered through remote learning or face-to-face. It addresses the following question: In a Dyslexia Lab where teachers have used Structured Literacy in both virtual and face-to-face environments, what are students' experiences? To better understand the experiences, I draw on the conceptual framework of individual student development through theoretical perspectives. The Bronfenbrenner's Ecological Systems Theory was utilized to conceptualize this case study. This theory helped analyze the data, guide the research, and evaluate the findings. Data for this qualitative case study was collected through semi-structured interviews, naturalistic observations of the participants, and autoethnographic journaling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]