This qualitative study, framed within a phenomenographic theoretical framework, investigates the perspectives of four participants, comprising three teachers and one teacher-student (two of whom have dyslexia). The focus is on the utilization of music and movement to enhance the well-being of dyslexic students in a classroom setting. The emergent categories from the interviews encompass the following themes: Reaping the Benefits, Music as a Complement to Text-Centered Education, Music and Movement as a Multisensory Approach, Pulse and Rhythm as Language Strengthening, Music as a Sanctuary, and Compensation. The key findings emphasize that, considering the potential anxiety associated with reading for dyslexics, alternatives to traditional text-based approaches may be explored to facilitate a more accessible learning experience. Music is identified as a sanctuary, offering social benefits and providing dyslexic students with a supportive environment for academic tasks, potentially boosting self-efficacy. Moreover, the interconnection of music and language suggests that a music and movement approach could enhance reading abilities. Collectively, these aspects of music present promising paths for supporting dyslexic individuals in their journey towards well-being.