The aim of this study was to explore lecturers' experiences with and perspectives on dyslexia and dyslexic students to inform the wider debate about the issues of dyslexia support in higher education. Data were collected and analysed using an abbreviated constructivist grounded theory method. Participants were categorised as "positive", "neutral"; or "negative" in attitude towards dyslexia and dyslexic students; and "active", "passive" or "resistant" in approach to support for dyslexic students. Attitude was found to inform approach to support, and vice versa. Personal and meaningful experience with people who have the dyslexia label was identified as the catalyst for genuine interest in the challenges dyslexic students face at university, and as the stimulus for an active approach to support. (Contains 1 table and 1 figure.)