Adult students with dyslexia have academic challenges with reading, writing, and phonological skills. The problem addressed by this study was adult students with dyslexia in universities have lower success rates in e-learning courses than students without dyslexia. The purpose of this interpretive phenomenological study was to explore the lived experiences of adult students with dyslexia who have successfully engaged in e-learning environments at a 4-year university. The guiding theoretical framework for this study was adult learning theory. The research methodology for this study was qualitative with interpretative phenomenological analysis. The study sample included seven adult students with dyslexia who were recruited through purposive sampling. The participants answered questions for two instruments: one lived experience description video journal and one semi-structured interview conducted over Zoom. Interpretative phenomenological analysis was used to determine superordinate themes and emergent themes from the data. The superordinate themes for this study included a definition of academic success, e-learning challenges with dyslexia, successful e-learning experiences, coping mechanisms or accommodations used, e-learning instructor best practices, self-beliefs and emotions, e-learning convenience, family as motivation, institution office of disabilities support, and social learning in e-learning. Recommendations for practice for e-learning instructors from this study included a need to provide increased time on assignments, guiding adult students with dyslexia through synchronous communication, having the same LMS formatting in each e-learning course, introducing e-learning, and recording high-quality lecture videos. The recommendations for future research from this study included the self-beliefs and emotions, a larger sample from an international e-learning university, and opinions and use of accommodations by adult students with dyslexia in e-learning courses. [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.]