Children and adolescents with dyslexia are at greater risk for academic failure and socioemotional problems than their non-dyslexic peers. However, researchers have suggested that individuals with dyslexia can benefit from a strong support system. Further, researchers have noted that mothers are integral to their child's support system. However, few researchers have explored how mothers of children with dyslexia support their children's academic and socioemotional growth. Therefore, the purpose of the present study was to examine how mothers of children with dyslexia support their children's literacy learning and social and emotional growth. A collective case study was employed, and four mothers of children with dyslexia were interviewed. Interview data were analyzed using a constant comparison approach. Findings revealed that the mothers from this study assumed the roles of investigator, advocate, and tutor as ways to support the academic learning and social and emotional growth of their children. Findings as well as implications for practice and future research are discussed.