Survey data is explored further as voice is given in interviews with twenty students with dyslexia to explain effects of dyslexia and instinctive emotional responses to a range of academic tasks. This chapter offers rich descriptions of interview participants' thought processes on experiences of anxiety and emotions connected to the academic environment. Articulations from students are categorised under the themes of social, emotional, cognitive and positive effects, and statistically significant items from the survey are used to underpin student statements. The focus then narrows to looking specifically at emotional responses to academic tasks. Explanations for those types of responses are revealed and interpreted, which allows an understanding to be generated of deep-rooted causes of dyslexic student negative emotion. The chapter shares explanations from students on what it is like to be dyslexic and enables an understanding of types of academic situations that generate negative emotional responses and tasks that receive more positive reactions. It also uses frequency analysis of positive and negative emotion words used by dyslexic students in interviews to provide a clear visual illustration of the types of emotions that dyslexic students feel about learning tasks.