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The aim of this research was to explore the dimensions of satisfaction of secondary school teachers who deal with dyslexic pupils in the classroom. In order to achieve this objective, a primary qualitative research was carried out using a structured interview as the basic research tool. The sample of the research consisted of 14 secondary school teachers. The results of the research showed that all teachers are sensitive towards dyslexia, as they consider that even though the secondary school pupils with dyslexia are persons with normal or higher intelligence and without vision, hearing or mental health problems, they face specific difficulties in understanding and encoding/decoding the written language. The activities implemented by the teachers to address the above difficulties are related to phonological awareness, graphical representations, and also individualized instruction intervention. The study also highlighted the importance of collaboration between school and home. Finally, the instruction using auditory means, and the use of computers, special books with educational material, rewarding efforts, and also the stimulation of the pupils’ self-confidence were reported. The results of most activities yielded positive outcomes. If the results were not positive, this would be due to a variety of reasons, such as: the low self-confidence of the pupils, who have given up, and the special educational books that are not considered appropriate. Also, it was found that the activities do not favour multisensory teaching. A major obstacle was the cooperation with parents. Another major obstacle was the lack of support by the school principal. Regarding the way teachers of secondary education evaluate their actions to tackle dyslexia in their classrooms, most said that the activities are unfortunately very few, as the content, the pressure from the curriculum, the different level of the pupils, the few hours, and the lack of teacher training do not allow the implementation of more activities. Additional factors that lead to the lack of satisfaction by the teachers when dealing with dyslexic pupils were the lack of cooperation with the pupils’ parents and the lack of support from the school principal.