Although Black students are overrepresented in the special education (SPED) population within the educational system in the United States, the number of Black students identified with dyslexia can be concluded to be significantly lower (Annamma et al., 2018; Farkas et al., 2020; Sullivan & Bal, 2013). With experts positing that dyslexia affects as many as one in five persons, attention to this matter is needed especially regarding the youngest Black students (Hyles & Hoyles, 2010; Moats & Dakin, 2017). The characteristics of dyslexia are manifested in neurological processes surrounding reading abilities, thought processes, and motor skills (Moats & Dakin, 2017). This study attempts to offer awareness of the lack of identification and remediation for Black students affected by dyslexia and how this lack of identification and remediation occurs. Employing a case study approach, the research study focuses on one urban area school district, its processes and protocols, and the knowledge, beliefs, and perceptions of its school- and district-level personnel involving dyslexia. Issues surrounding race, economics, and class in relationship to how urban area schools with marginalized populations advocate for dyslexia are also explored. Keywords: dyslexia, Black early learners, Critical Race Theory (CRT), Dis/ability Critical Race Theory (DisCrit), urban education, approaches to reading and literacy. [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.]