Interviews with 75 teenagers and young adults were performed to investigate how young people with dyslexia experienced school in terms of well-being, educational achievement, self-esteem, peer relations and belief in their future. Results from earlier studies suggest that secondary emotional problems are common. The first six grades in school were experienced by the interviewees as full of distress and failure for a majority. Though peer relations were often good, many had experienced bullying. As they grew older, problems were more limited to reading and writing activities. This was thought to be an effect of acknowledgement and compartmentalization of the disability along with choices of school curricula and occupations in line with subjects' talents and capacities. Academic self-esteem seemed low, and most subjects had chosen vocational programmes in secondary school and had decided not to go to college. The most optimistic subjects were those who had finished school and were permanently employed. Early diagnosis along with careful explanation of the disability was recommended as well as the encouragement of dyslexic children in areas where they can do well and which makes them view themselves positively. (Contains 3 figures and 1 table.)