This article specifically looks at children's literature that portrays school-age characters with dyslexia so that the educational field can better understand how the books depict dyslexia and the school experience. Although the use of the term "dyslexia" is controversial, experts agree that dyslexia is a learning disability that affects language processing and that it does not occur because of low intelligence, lack of motivation, poor instruction, vision or hearing problems, cultural disadvantages, or other extrinsic factors. Dyslexia is neurobiological in origin. Regardless of whether everyone agrees with the use of the term, research has shown that children experiencing dyslexia often are self-conscious and believe that something is wrong with them. Often these issues are a result of school experiences. The desire to ensure that literature is a positive experience for all children, including those experiencing dyslexia, provided motivation for the current study. After a brief overview explaining how the author located the books for this study, this article discusses several aspects of the books including the following: (1) the identification of dyslexia; (2) the specific methodology that helped the child with dyslexia; (3) the self-concept of the character with dyslexia; and (4) the portrayal of teachers in the books. This article next shares a summary of findings, and concludes with a look at what educators can learn from examining the fictional books portraying characters with dyslexia.