The present study investigates the views of Secondary Education teachers in Central Macedonia regarding the ability of students with dyslexia to understand and produce oral and written communication. Furthermore, the possibility of intrapersonal and interpersonal adaptation of students in the classroom is studied. For this purpose, a questionnaire was constructed and distributed to 375 teachers (283 females and 92 males) who teach in Central Macedonia. The sample was selected by the “snowball” method. The teachers who participated in the research were divided into those who teach in formal education and those who teach in special education. After comparing the two groups in terms of their answers to the main questions of the research, each group of teachers was studied in terms of differences based on each of their demographic characteristics (gender, age, educational level, years of service in formal education, years of service in special education). The general conclusion is that teachers in special education recognize significantly greater difficulty of students with dyslexia in understanding and producing oral and written communication. Also, students with inclusive class dyslexia show significantly lower levels of introversion, apathy, and negative behavior than those in formal education. Gender and age influence teachers’ perception.