The National Student Survey (NSS) seeks to measure how ‘satisfied’ students are with their programmes of study and educational experience. Ongoing NSS data demonstrates that global satisfaction scores are increasing; however, when this is separated into disabled and non-disabled students, downward satisfaction trends for disabled students are apparent. Around half of these students will have dyslexia. This ‘snapshot’ documentary analysis evaluates the currently publicly available information outlining the support services that are available for students with dyslexia. The survey focuses upon a sample of higher education institutions (HEIs) in England. Findings indicate that there are notable differences in the types and consistency of support offered across the sample institutions. The most frequently used model is that of additional learning support (ALS), where support is provided outside of the usual class contact time. Mentoring provides benefits for students with dyslexia but fewer than half of the institutions surveyed offered this. Subject specialist mentoring is particularly beneficial but there is little evidence of this taking place. There is a level of support in all the institutions that appears to meet the requirements of the Equality Act (2010) but this does not necessarily indicate that dyslexic students are supported in the most effective way.