Dyslexia affects the acquisition of reading and writing skills, and consequently the learning process, and ultimately self-confidence. Students with dyslexia are educated according to a regular program with individualized procedures, and therefore adjustments are applied in the way information is presented. Research has shown that students with dyslexia are gifted and creative in music, visual arts and dance (Wolff and Lundberg, 2002; Cockroft and Hartgill, 2004; Chakravarty; 2009; Cancer, Manzoli, Antonietti, 2016). Considering their interests and preferences, students with dyslexia can enroll in a music school. Due to the deficiencies that are in the background of dyslexia, students may have difficulties in their musical education. The aim of this paper is to describe the characteristics of the education of persons with dyslexia and the difficulties that may occur in the context of music education. Difficulties with playing instruments, learning notation and perceiving rhythm will be described in detail. Despite the forementioned difficulties, students with dyslexia can become successful musicians. In doing so, it is important that teachers in music schools understand the disorder itself, and that they apply strategies that can help students with dyslexia, thus encouraging and encouraging them in musical expression. Musical training can also have a positive effect on the skills needed for reading, so music can also be used in speech therapy.