This monograph focuses on challenges faced by students with dyslexia in learning foreign languages. Dyslexia, characterized by difficulties in reading, writing, and information processing hinders language acquisition. The study examines the interdependence between multisensory structured language instruction and self-efficacy in two students with developmental dyslexia. It highlights the necessity of explicit, structured, and multisensory instruction—Multisensory Structured Learning (MSL) for students with dyslexia. Furthermore, the research underscores the importance of self-efficacy in language proficiency. Recognizing the gap between legal educational frameworks and actual classroom practices, the monograph calls for specialized teacher training to support inclusive education. By providing theoretical insights and empirical findings, it aims to guide educators in enhancing the learning experiences and linguistic success of students with dyslexia.