This qualitative research study was conducted to gain insight into the perceptions of a small rural school district's dyslexia program. Dyslexia is a neurological reading disability affecting millions of students in public education. Students with dyslexia have a deficit in the phonological component of language causing their struggle with reading fluency, writing, and spelling (Ferrer et al., 2015; Shaywitz et al., 1998; Snowling, 1996). For students with dyslexia, the classroom setting may present certain challenges that require a need for student accommodations or interventions. It is often difficult for dyslexic students to work at the same level as their general education peers, or demonstrate what they know without early diagnosis, needed accommodations, and interventions. This study addresses the perceptions of students, parents, and teachers regarding a current dyslexia program. Participants' knowledge of accommodations, interventions, and whether the participants perceive the district as identifying students with dyslexia early enough. Using a phenomenological approach, the researcher collected qualitative data by interviewing students, parents of the participating dyslexic students, and teachers of the student participants currently enrolled in third, fourth, or fifth grade. The participants were chosen using homogenous purposeful sampling. Participant interviews were recorded and transcribed using the audio recording application Google DUO (2021). In vivo (Manning, 2017) coding was the first cycle of coding used followed by focused coding (Hsiung, 2010) for the second cycle. The study revealed several themes that the district needs to address: 1. This study showed the participants did not feel the district identified students with dyslexia early enough. It was also noted few participants were familiar with the importance of both interventions and accommodations. 2. It was also observed that individuals believed there was a substantial lack of communication when it came to disseminating information pertaining to dyslexic students. 3. Another perception revolved around the idea of a lack of understanding regarding these students and their special requirements; and yet, they make up anywhere from 10-20% of the district's student population. The study results contribute to the body of knowledge surrounding dyslexia programs and the specific needs of students diagnosed with dyslexia. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]