This reflective practitioner case study intervention of 14 weeks investigated whether process drama as a creative pedagogy could be a strengths-based one for ten 5th class children with dyslexia. It used a neuro-diverse model of dyslexia which promotes the notion that learning challenges should be viewed in terms of difference rather than disability. The purpose was to find ways in which these children could achieve in an area of reported potential strength regarding creativity, while supporting their greatest challenges in literacy-learning, using process drama. It also sought to document the response of the students to this type of pedagogy in affective spheres such as focus, motivation and overall well-being. his thesis was supported by a framework of theories of neurodiversity, socio-cultural theory, creativity theory and reflective and dialogic practice. Qualitative sources of data were gathered and used to answer the research question, including children’s writing, interviews and focus groups as well as researcher field notes, and these were coded and thematically analysed. Findings indicate that a creative pedagogy using process-drama led to the development of higher-order skills in 5th class children with dyslexia, including exploring and building on ideas, asking and responding to questions, making connections, posing and solving problems and critical and imaginative thinking and expression. The participants mainly reported that they found this mode of teaching and learning more enjoyable and easier than traditional literacy, due to the collaborative and multi-modal nature of the drama pedagogy. Researcher observations noted that it led to greater motivation, engagement, and positive demeanour in the children. A surprising finding was that the quality of creative and collaborative behaviour facilitated group cohesion and behaviour regulation. Recommendations were made for the use of drama as a pedagogy which facilitates the creative strengths of children with dyslexia, as well as providing motivational and engaging contexts for literacy learning, and supporting individual and group self-regulation.