The purpose of this study was to understand the difficulties encountered by special education teachers while dealing with students who had dyslexia and demonstrated challenging behavior. The topic was the experiences associated with teaching dyslexic students. There is a lack of research centering on special education teachers' experience teaching dyslexic learners. Constructivism learning theory was used as the theoretical framework for the research question: What is the experience of working with challenging dyslexic students among special education teachers? The researcher for the present study employed a qualitative methodology, utilizing a case study approach to elucidate the experiences of special education teachers who interact with dyslexic students exhibiting challenging behaviors. Eight special education teachers with complete licensure and certification were interviewed to acquire insight into their professional encounters with students. Two recruitment strategies were used, including posting recruitment flyers in a school district in the northeastern region of the United States, and on a social media platform. Data analysis included the following themes: (a) student discipline, (b) student engagement, (c) teaching strategies, (d) teaching experience and skills, (e) challenging behaviors, and (f) lack of support. As explained by the special education teachers in the present study, student discipline referred to the strategies and rules they applied to manage dyslexic students' challenging behaviors in the classroom. The teachers explained students' engagement as the interest, curiosity, and passion they recognized in their students when they were learning. Useful teaching strategies included providing clear direction, keeping students on task, and clarifying expectations. Teaching experience and skills referred to learning more effective skills by attending training and in-service programs. Challenging behaviors were the efforts put forward by dyslexic students to avoid spelling, math, reading, writing, and sequencing. The special education teachers described their dyslexic students' problematic behaviors, or anxiety, as challenging behavior. They described lack of support as the unrealistic expectations placed on them by administrators, obstacles from other general education teachers to collaborate, and accountability pressures. Suggestions and recommendations were discussed for special education teachers relating to working 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.]