This essay advocates for and investigates the usefulness of a modified version of the Jalbret (2002) technique for teaching time value of money (TVM) to dyslexic students. Introductory students often report difficulty solving time value money (TVM) questions due to an inability to correctly identify the variables to be used and the type of problem being solved. This effect is magnified for dyslexic students since the cast majority of TVM questions are word problems and the most oft sighted difficulty associated with dyslexia is reading difficulty. The Jalbert flow chart method is selected because it provided precise definitions and a visual representation of mathematical content both of which are beneficial to dyslexic students. The results of this pilot case study conducted on a matched sample of 10 dyslexic and mainstream students at a large Midwestern University suggests that this modified Jalbert (2002) method is beneficial for dyslexic students.