The present study aimed at exploring the educational, social and emotional experiences of individuals with dyslexia both during school and tertiary education. For this purpose, semi-structured interviews were conducted with ten Greek students with dyslexia who were enrolled in higher education institutions. The data analysis was carried out with the use of qualitative content analysis. The findings reveal that the students had developed positive as well as negative coping strategies to deal with their learning disabilities. The teachers' attitudes and behaviour were mostly perceived as negative. These attitudes coupled with the lack of explanations about dyslexia following diagnosis and teasing on the part of the peers caused feelings of inferiority and anxiety to the interviewees. However, dyslexia contributed to the enhancement of the participants' self-understanding and the development of their strengths. Implications with respect to the provision of emotional and social support and implementation of appropriate interventions are discussed.