This study explored the rationale and significance of integrating speech-language pathologists (SLPs) into the assessment and remediation of dyslexia, traditionally the domain of general and special education teachers. Drawing on their unique qualifications in language-related areas, such as phonology, syntax, and semantics, SLPs have emerged as valuable assets in supporting students with dyslexia. The American Speech-Language and Hearing Association (ASHA) has recognized the value of SLPs working with students with dyslexia and has set specific guidelines for working with them. Despite these guidelines, recent data have indicated a gap between policy and practice, with only a fraction of SLPs (36%) actively engaging in supporting students with reading and writing problems in public schools. However, SLPs in the State of New Jersey have been tasked to identify and assist children at risk for dyslexia. Examining the experiences of SLPs who were already supporting students with dyslexia would help to provide a template for other SLPs. The study used a phenomenological case study approach to increase understanding and create a new perspective on the lived experiences of 10 SLPs in New Jersey as they support students with dyslexia. Data from interviews, journals, and focus groups were gathered and analyzed through a six-step process (Peoples, 2020) and were used to answer the following research questions: (Q1) What are the experiences of SLPs in New Jersey as they support students with dyslexia?; (Q2) What are the experiences of SLPs in New Jersey as they collaborate with faculty, administration, and other educational professionals to support students with dyslexia?; and (Q3) What context or situations have typically influenced SLPs' experiences supporting students with dyslexia? Thirteen essential themes and three emerging themes arose from the data. Overall, SLPs saw their experience through the lens of their individual duties, the teamwork that supported students, and specific contexts that impacted their ability to work with students with dyslexia. The data showed they believed their role included identification, assessment, remediation, and support of students with dyslexia. The SLPs also saw their role as supporting both language and literacy and were generally pleased with their training experiences. [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.]