The current study presents the voice of teachers using a dyslexia aiding program to help students with dyslexia. The goal was to gain insight on the experiences that teachers have had and to see the effects of those experiences. The research consisted of semi-structured interviews, with 3 participants, from an international school that work with students having reading difficulties. It is a qualitative study, dealing with phenomenology and hermeneutics. This study can be an advantage for many. Teachers curious about Barton Reading and Spelling System or curious about other teachers performances can benefit. Parents, all types of educators, and the sort, can benefit. Why? Because the effects of the program are listed and other programs used by the teachers are listed. The findings demonstrated that the participants had varying experiences with the program, but they all see it as a good tool in teaching. The commonalities they shared were using multiple programs, not just the one. The data showed how dyslexia the term, can have assorted emotions linked to it. The teachers shared the same regard for the term and how it does not provide justice to the learning disabled world. Furthermore, a common strand throughout this study is how dyslexia is individual and therefore the outcomes to any program or method will vary between individuals.