This thesis explores the impact of dyslexia on the process of learning English as a foreign language in children affected with the disability, with a focus on identifying specific challenges and adapting pedagogical strategies. The thesis begins with a theoretical framework in which dyslexia is described as a neurobiological and language-based disability. Next, the impact of dyslexia on foreign language acquisition is explained, with a focus on the acquisition of English. A number of strategies for teaching all areas of the English language to students with dyslexia are listed. In the empirical part of the thesis, a study conducted with four dyslexic students is presented. Through qualitative methodology, which includes interviews and participatory observation of English language classes with the students, the thesis explores how their specific difficulties manifest in the learning process and which approaches show the greatest potential for facilitating their educational progress. The impact of individualised support on the students' attitude towards English as a foreign language is also explored. The research results have shown individual differences in the ways the students learn English. Furthermore, they show that some of the students have lower self-confidence, despite having a good understanding of the foreign language and high academic achievement. The results have also shown that attending learning support workshops positively impacts the academic success of three out of four students, as well as the socio-emotional development of the students.