Children's literature can be a useful tool to share the experiences of students with disabilities. Given the increased focus on dyslexia legislation in schools across the United States, it is important to examine how characters with reading differences, specifically dyslexia, are portrayed in picture books and the role these artifacts play in equitable pedagogical practices. We conducted a critical content analysis, focusing on characters with dyslexia in picture books and the literacy opportunities, barriers, and consequences. Findings show an imbalance in representation regarding race, ethnicity, and geographic location. While some picture books portray characters with self-advocacy and agency, others perpetuate stereotypical "blueprints" for characters with dyslexia with limited children's school experiences, classroom interactions, and peer exchanges. We conclude that characters with dyslexia should resemble people from the real world, embodying complexity just as they would outside their storied lives. Findings and implications for practice are discussed.