The present case study first describes the difficulties a Turkish dyslexic learner faces in learning English as a foreign language. It then explores the effects of positive teacher support and some motivational strategies on this specific student’s learning process. Data were collected through observation, interviews and analysis of documents including student work, assignment sheets and exam papers over a period of six weeks. The results indicate that the participant benefited greatly from positive teacher support and special teaching techniques and methods employed. Implications are included for practices of inclusive education and pre-service and in-service teacher education programs in the country.