Research confirms that dyslexia is the most common form of learning disability that exists in schools today. Continuous dyslexic research has narrowed in on specific characteristics of the disability, yet many dyslexics still struggle academically. The need for additional literature resides within the success stories of dyslexic individuals who have overcome their educational deficits and have persevered in academic arenas. This study examined factors contributing to the academic success of students with dyslexia and their ability to transcend academic barriers as they continue the journey into post-secondary education. Additionally, this study explored the influences of the educational methods, support structures such as family, peer and school mentorship, and coping strategies that might have affected the dyslexic learner’s academic performance. This phenomenological qualitative study utilized semi-structured interviews to capture the lived experiences of eight high-achieving students with dyslexia who had recently graduated or were on track to graduate from a post-secondary university. Interview questions were piloted and checked for validity. To ensure information-rich data, purposeful sampling was implemented to create a pool of participants that fit the phenomenon of high-achieving students with dyslexia through dyslexic organizations and the snowballing effect of participants. The findings of this study linked self-knowledge, motivation, child advocacy, and academic skills with the ability for dyslexic students to transcend barriers of learning set by their disability and become high achieving students.