Teachers play an essential role in the achievement and progress of students with dyslexia, and understanding teachers' knowledge and perceptions of dyslexia is vital. The purpose of this research was to examine secondary school teachers' perceptions regarding dyslexia and whether their perceptions differed by gender, age qualification, and training. The study involved 467 secondary school teachers from 35 secondary schools across Lagos State. Participants in the study completed ten demographic questions in addition to the Dyslexia Beliefs Index (Wadlington & Wadlington, 2005). Permission to use the Dyslexia Belief Index was sought from the designers of the survey, efforts proved abortive; however, at the time of this study, no copyright records existed to prevent the use of the survey instrument. This study's findings indicate that many secondary school teachers in Lagos State lack dyslexia knowledge and hold misconceptions about dyslexia that can affect their ability to recognize and assist dyslexic readers. There was no significant relationship between teachers' perception and their gender, age, qualification, or experience. The results also demonstrated no significant relationship between secondary school teachers' training and their perception of dyslexia. However, there was a weak positive correlation between teachers' gender and their perception, with female teachers having fewer misconceptions about dyslexia. There was a negative correlation between qualification and teachers' perceptions, as teachers with National Certificate of Education (NCE) and Higher National Diploma (HND) had fewer misconceptions than those with higher qualifications. [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.]