The teaching of literacy in Irish primary schools has seen significant change in recent years. Large amounts of time and attention have been invested in negotiating and navigating the Primary Language Curriculum (Department of Education and Skills [DES], 2015; 2019), the first nationwide curricular change since 1999. The role of curriculum in supporting students with particular literacy needs is an important one. While our understanding of dyslexia is welldocumented in the Irish and international literature (Dyslexia Association of Ireland 2018; Tiernan and Casserly 2018; Reid 2012), the influence of the Primary Language Curriculum on teacher practice and perceptions has not yet been researched. Adopting a qualitative methodology, this study drew on an analysis of the documentation relating to the curriculum as well as semistructured interviews with seven practising primary school teachers. The article highlights a number of findings that are relevant for policy and practice at primary level. Participants reported that they received inconsistent information during professional development, which resulted in inconsistent implementation of the curriculum in schools. In the experience of the participants, this professional development did not provide particular guidance on how students with dyslexia would be accommodated by the new curriculum. Teacher experience and motivation, rather than features inherent in the curriculum, were deemed to be crucial when supporting students with dyslexia. At a broad level, the inclusive philosophy of the curriculum is a strength. However, its lack of specificity regarding specific learning difficulties means that its impact on practice may not be significant.