The aim of this chapter is to investigate the influence of developmental dyslexia on the acquisition of foreign languages. Since the English language presents a considerable challenge for students with dyslexia, in the initial section, the English language specificity is discussed which is followed by a discussion of the impact of language difficulties on multilingual language development. Moreover, the concept of inclusion is explained together with the rights of dyslexic students. Subsequently, the notion of universal design is examined. Then the multisensory structured teaching instruction, and finally, the selected empirical research on dyslexia symptoms, teaching instruction relevant to teaching students with dyslexia, and inclusive foreign language practices are discussed.