This phenomenological qualitative study examined the possibility of enhancing educational experiences for students with dyslexia. The data recorded in this study emphasized the need for alterations to the methods by which dyslexic students are educated, viewed, and perceived by general education teachers. This qualitative study added to the body of literature on the education and learning environments of students with dyslexia. Students must be taught utilizing a repetitive, multi-sensory teaching approach, so that they can build pathways in their brains. Through teacher interviews within this study, it is extremely evident that general education teachers do not have the confidence, education, or experience to teach dyslexic students. All the general education teachers included in this study stated that they would like extensive professional development on all aspects of dyslexic education. This would be beneficial for any school district to implement for all teachers that teach reading. The themes of the environmental impact on learning, teacher struggles, neurobiological disorder, secondary consequences of dyslexia, and the COVID-19 impact are all relevant in responding to the research questions. [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.]