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Through a case study approach, this paper explores issues raised in training a dyslexic adult as a primary school teacher at the University of North London, United Kingdom (UK). The support needs of one undergraduate dyslexic student are discussed from the point of view of the student herself, her course tutor and the dyslexia support service at the university. From these three perspectives, a variety of questions are examined. Discussion covers the topic of disclosure both in the university and at work, how strategies taught to the dyslexic student can be utilised to improve her skills as a teacher and how the course tutor can assume a sympathetic and supportive approach to the student's placement.