In this essay I have looked at the difficulties a person with dyslexia might encounter in learning English as a foreign language. I have also presented a piece of an English essay written by a female dyslexic student in high school, to enlighten the faults that are typical for a dyslexic person but also to clarify that the faults she has done also depends on her being Swedish. This analysis also has a pedagogical point of view since this paper on one hand treats the issue of learning English as a foreign language and on the other discusses the school’s role and what we can do as language teachers to help dyslexic students. The main questions I treat in this essay are what does the situation look like for Swedish dyslexic students when learning English? How are their language skills being graded? What role does the school and the parents have? What does the teaching situation look like for the language teachers, what kind of tools and special aid can they use in their work? Can the teachers fulfill their obligation to see every student’s need in a classroom? Even though the teachers and the school have a great responsibility in giving these students the help that they are entitled to, it is also vital to remember that it is often up to the student to welcome this help and to pass his/her course. The female student whose work is presented in this essay did not pass the English course A for various reasons. But it is clear that a well managed support system helps the dyslexic students to learn well and develop their knowledge in English as a foreign language. Moreover, this system also helps the teachers to fulfill their obligation to see to every student’s need.