Dyslexia is the most common declared disability at universities which primarily affects reading, writing, speed of processing and organization. Many students with dyslexia have "invisible" difficulties that require different types of accommodations. The aim of this study is to give voice to the learning experiences of ten students with dyslexia in a Greek university. In depth interviews were conducted to record students' views and perceptions about teaching, learning and assessment in higher education. Five areas were identified as being the source of most concern for participants: disclosure of dyslexia, access to information, implementation of the law, awareness of staff, lack of inclusive instructional practices. The present research lends insight into how individuals with dyslexia will be able to fulfill their intellectual potential and participate in higher education as any other able and motivated adult with the adoption of a "social model" of dyslexia.