In this article, I discuss implications of the discourse and rhetoric of dyslexia advocacy and of recent state policies for the preparation of literacy professionals. I then synthesize reflections on my experiences teaching and learning about dyslexia and reading difficulties within university-based schools of education, and in trainings offered by publishers of commercial reading programs. Here, I draw a distinction between being trained to deliver a program and developing a professional knowledge base for the teaching of reading. I use these reflections to identify two goals for university-based graduate programs aimed at ensuring equity and inclusivity in the current policy context.