An absent element in many education preparation programs is sufficient training on dyslexia and how to effectively remediate the disorder. Defining characteristics and remedial strategies for dyslexia have been established for decades but have not sufficiently become a part of teacher preparation programs, thus creating a gap in professional knowledge and skill. This article explores how one university and a community partner agency collaboratively developed a three-pronged approach to address the gap by developing a graduate-level certification program, a professional development series for in-service training, and a potential regional tutoring center to support students with dyslexia.