Dyslexia is a specific learning disability, which affects reading in as many as one in five people. Many children go without proper interventions because of ineffective teaching strategies, and common myths associated with this disability. The purpose of this study was to test how deeply ingrained some myths might be, and decipher where educators are receiving information. The information was used to show any weaknesses in the knowledge base of the educators and decide on proper professional development opportunities. It is up to educators to become knowledgeable to debunk the myths of dyslexia.