Many students with reading difficulties have a specific learning disability called dyslexia, which is neurobiological in origin and characterized by problems with spelling, decoding, and accurate/fluent word identification, negatively impacting vocabulary growth and comprehension. Consequently, the role of the insightful teacher is critical in working with students with dyslexia. Often, however, well-meaning teachers do not recognize dyslexia and have limited understanding of its symptoms. In an effort to facilitate awareness for teachers and teacher candidates, the authors regularly conduct a dyslexia simulation based on Put Yourself in the Shoes of a Dyslexic (Northern California Branch of the International Dyslexia Association, 1989) for university students. Collecting three years of surveys administered to both undergraduate and graduate education students, this article explores the themes that overwhelmingly indicate the positive impact the dyslexia simulation has on the participants.