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In the preceding chapter (Alexander-Passe, 2008) gave an understanding of what dyslexia is and how it affects both adults and children in settings from school to the workplace. Both the empirical and the three research studies highlighted the emotional manifestations that come from having a learning disability, such as dyslexia. This chapter continues the investigation from first reviewing empirical evidence concerning stress, coping, avoidance and Defence mechanisms before suggesting a hypothetical model of ‘Dyslexia Defence Mechanisms (DDMs)’. Such a model is based on the work of Vaillant (1992) Messiner (1980) but as dyslexics are a unique population, several aspects of normal Defence mechanisms are inappropriate. For example, the DDMs are split in Emotional and Behavioural, being predominately split by gender (Females-Emotional and Males-Behavioural). Avoidance of writing long words has been identified as a key coping strategy before DDMs are chosen, teachers, parents and practioneers should identify this as the start of a long negative path for children at school. Teachers are advised that when children fail in more tasks than they succeed in, such children will perceive learning and school as threats to their self-esteem and self-concept. They will seek out ways to protect themselves and Defence mechanisms may explain what mechanisms are chosen. Defence mechanisms have never been investigated with dyslexic populations, however reviewing empirical data they seem ideal candidates for such investigation.