Dyslexia, a specific learning disability affecting reading, writing, and spelling, presents significant challenges for children in Morocco, where awareness and resources for learning disabilities remain limited. This study investigates the prevalence, challenges, and interventions related to dyslexia among Moroccan children. A 2022 study conducted by the Moroccan Ministry of Education and the World Bank surveyed 5,000 primary school children, revealing that approximately 10% exhibit symptoms of dyslexia. Urban areas showed a slightly higher prevalence (12%) compared to rural areas (8%). Dyslexic children scored 30% lower on standardized reading and writing tests than their peers, and 65% reported feelings of frustration or anxiety about their academic performance. The study also highlighted critical gaps in teacher training, with only 20% of educators receiving training on dyslexia, while 75% expressed a need for additional resources. Parental awareness is similarly low, with 40% of parents unaware of their child’s condition. Cultural stigma and a lack of diagnostic resources further exacerbate the challenges faced by dyslexic children. This article emphasizes the importance of early identification, multisensory teaching methods, and assistive technologies in supporting dyslexic children.