This qualitative case study explores how faculty and staff developing a strengths-based pedagogical approach to classroom instruction and assessment for neurodiverse students at one large public research institution describe what teaching approaches support or create barriers for dyslexic students' equity, engagement, and academic success. The literature review drew upon topics related to dyslexia, student engagement, and academic achievement. This included contrasting and emerging views of dyslexia, emerging understandings of neurodiversity, deficit thinking and stereotype threat, motivation and psychological needs, Universal Design for Learning, and faculty development. The study findings indicate: (a) traditional classroom instruction can disengage dyslexic students and can negatively impact academic success; (b) incorporating pedagogical approaches that enable dyslexic students to connect to their interests and utilize their abilities can increase their engagement and academic success; (c) categorizing dyslexia as a cognitive deficit or disorder creates barriers for dyslexic student equity, engagement, academic success, and self-actualization; and (d) faculty development opportunities can advance inclusive pedagogical practices and mitigate deficit mindsets for dyslexic students in higher education. These findings support further research and creation of inclusive instruction and assessment for dyslexic and other neurodiverse learners as well as provide a roadmap for faculty development approaches that enable the creation and utilization of equitable and engaging pedagogical approaches that support academic achievement. [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.]