The last decade has seen the proliferation of hundreds of thousands of online support groups, fostering new opportunities for parents of children with learning disabilities to access to information, advice, and support online. The aim of this qualitative study was to explore the messages of social support exchanged by parents of children with dyslexia over a six-week time period. Using Cutrona and Suhr's (1992) coding framework, 1509 messages were analyzed. Findings revealed that emotional and informational support were exchanged most frequently, followed by esteem support, with network and tangible aid as the least frequently exchanged forms of support. The availability of online social support groups offers a rich opportunity to improve parents' adjustment to the dyslexia diagnosis as well as their ability to support and advocate for their children.