States across the U.S. have been passing legislation aimed at identifying and supporting students who may have dyslexia. In Arizona, this legislation requires school districts to screen students for indicators of dyslexia, have one teacher in every K-3 school trained in dyslexia, and provide evidence-based reading instruction. However, it is unclear what guidance or support Arizona public school districts have received to implement these requirements. This study is an exploratory policy analysis investigating the flow of information between the state and school districts and fills a gap in research about dyslexia policy implementation. Through this qualitative study utilizing semi-structured interviews and thematic analysis, the following research questions were explored: How do school districts currently support students with dyslexia? What information have districts received about dyslexia requirements, and how have they been informed? How are school districts preparing to implement dyslexia requirements? Participants in this study include 10 Southern Arizona school district leaders responsible for reading instruction in their districts, and two Arizona Department of Education staff responsible for disseminating information and providing support to K-12 public school districts. The theories that guided this study include Rogers' (2003) diffusion of innovations and implementation science. Rogers' theory helps to analyze how individuals within an organization perceive aspects of innovation, and implementation science is an emerging field related to the implementation of evidence-based practices in human service settings. Findings from the study indicate the implementation of dyslexia requirements has been problematic for school districts. While school district participants have positive attitudes about the purpose behind the legislation and the potential positive outcomes for students, the requirements of the legislation have been challenging from an operational standpoint. Themes which emerged include: 1) information from the department of education; 2) screening; 3) training, and 4) potential student outcomes. Common challenges to policy implementation include staff shortages, lack of funding for dyslexia training, problems with dyslexia screening data, lack of knowledge of how to support students, and lack of clarity from the department of education. Discussion of findings from this study may inform state agencies, legislators, policy makers and school districts as they attempt to support students who struggle with reading. [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.]