This qualitative-multiple case study highlights the linguistic experiences, gained insights and actions developed by the five dyslexic adult learners. Four research tools and in-depth interview were utilized to concretize the selection of participants and to obtain their linguistic encounters, respectively. Results revealed that participants’ linguistic difficulties were in the areas of spelling, vocabulary, in distinguishing directions and organizing and in keeping time. Apparently, word movement was also manifested. Mispronunciation of words emerged as the common embarrassing language incidents. Gained insights were varied such as self-pity, self-prophecy, and optimism. Reported coping mechanisms included reading ahead, pushing oneself, studying harder, becoming gregarious, asking for help from classmates and professors, practicing, and referring from websites. However, remaining passive was also expressed. It was recommended that further study should be conducted on the role of parents and teacher’s gender in the linguistic development of the dyslexic learners.