The objective of this chapter is to present the empirical findings of the study described in this monograph. The principal aim of the study is to examine the impact of multisensory instruction (MSL) on self-efficacy (SE) in students with developmental dyslexia. The initial subchapter presents the rationale for conducting the current research. Subsequently, the methodology is discussed, wherein the participants of the study are described. The instruments employed include the statements from the psychological-pedagogical dispensaries, the interviews with the participants’ parents, the self-efficacy questionnaires, the interviews with the participants, the pre-and post-study language tests, and the researcher’s field notes. Furthermore, the findings regarding the self-efficacy questionnaires and the case study are presented which is followed by a discussion of the limitations of the study.