This paper examines the concept of critical incident analysis in respect of improving the pedagogical practices in teaching dyslexic undergraduate biosciences students. Critical incident analysis is a well established pedagogical theory (Tripp, 1993) that allows reflection of a seemingly typical incident; the "critical incident", so that changes and improvements can be implemented in teaching practices. In particular, it offers the opportunity to reflect upon these incidents and adopt different strategies by using the paradigms as described by Tripp and colleagues and uses these to foster improvement in teaching practice. However, the implementation of paradigms adopted by critical incident analysis and its reflective description in analysing an incident is currently lacking in undergraduate Bioscience. In view of the importance of critical incident analysis, here I describe the content and reflective pedagogical approaches adopted by critical incident analysis and incorporate its key principles into improving the methods and perception of teaching a dyslexic undergraduate student. (Contains 3 online resources.)