The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry-based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school?