ObjectiveTo generate new knowledge on the experiences of parents of French dyslexic children and on the impact of such a disorder on the parent-child relationship in order to improve the support they are provided. MethodThe sample is composed of 105 mothers of French dyslexic children who completed a socio-demographic questionnaire and the Parental Stress Index questionnaire -Short-Form (Abidin, 1995). Thirteen of them also responded to a semidirective interview in order to get a better understanding of their experiences and the challenges they have to face. FindingsParents did not report a general level of parental stress above the cut-off (M= 88.55, E.T=16.47). However, the type of comorbidity associated with the child's dyslexia (ADHD, OCD, anxiety, high potential) had a significant impact on the stress level of the parent. Parents reported a feeling of loneliness related to a lack of support from teachers, as well as from the health professionals involved in their child's care. They also reported day-to-day challenges associated to their child's condition, such as the time they have to spend in helping with homework, negative feelings such as culpability, divergences within the couple, concerns about their child's future, and the impact of such difficulties on their own professional career. Negative consequences of other comorbid conditions, such as ADHD or anxiety, were also reported. However, most mothers reported a good parental sense of competence, and highlighted the fact that their dyslexic child had also good abilities in other domains. Furthermore, interviewed mothers mentioned the coping skills they had to deploy to raise a child with specific needs. Finally, some mothers reported that the parent-child relationship seems to be affected by the child's difficulties in the way that they are more protective and supportive vis-à-vis their dyslexic child, who often suffer from a lack of self-confidence and a low self-esteem. ConclusionRaising a dyslexic child requires a parent to adapt to the child's condition. The results highlight the need to take into account the comorbidities associated with dyslexia when considering its impact on parental stress and parent-child relationship. The findings also emphasize the relevance of supporting parents who raise a child with dyslexia and providing a well-coordinated network of professionals involved in the child's care. Finally, it appears crucial that teachers receive a solid training on learning and language disabilities.