Schools and districts across the United States have historically avoided using the term dyslexia to describe struggling readers; however, laws and supports for students diagnosed with this challenge are beginning to shift the connotation of the word dyslexia from dys-(bad) and lexia- (reading) to indicate a struggle that can be remediated with intensive intervention (Birsh, 2011). The lack of identification coupled with the misinformation about the disability, along with limited appropriate and effective research-based reading interventions (Youman & Mather, 2015) have historically affected dyslexic students' self-perception and thus their success in navigating academic and social struggles. By utilizing the self-determination theory (SDT) framework and subsequent subthemes of competence, autonomy, and relatedness (Deci & Ryan, 1985), this study sought to understand the experiences of 9th grade students with dyslexia exited from a middle school multisensory language therapy program. It specifically identified how they used skills to develop self-concept and achieve both academic and social success. Using a narrative methodology, this study engaged five participants in three individual semi-structured interviews. In-vivo coding and analytic memos assisted in examining the rich, thick experiences of the students exiting from an effective intervention and support program into high school, where the learning environment involved much greater autonomy with minimal support. It explored the efficacy of the learning and coping skills acquired through the intervention and the ways they used self-concept and self-efficacy to apply strategies to negotiate enhanced independent learning in the new setting. Overtime, the students began to develop the ability to access both internal and external factors that in turn allowed for more autonomy in their learning process and their interactions with teachers and peers at school to face challenges in the new classroom setting and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]