People with dyslexia are currently under-represented in higher education throughout the world, though the extent of the shortfall in Australia is not known. Students with dyslexia face particular challenges in higher education due to the heavy reading loads required for most courses. All Australian universities offer services for students with dyslexia through a generic ‘equity’ or ‘disability’ unit. However, it is unclear from the current literature whether these services are appropriate for students with dyslexia, or what proportion of students with dyslexia are accessing such services. This literature review summarises and critiques the Australian and international literature regarding participation and experiences of students with dyslexia in higher education, including representation, strengths, challenges, current support practices and potential strategies to promote more equitable access in the future. It provides a foundation for discussion and action on this important issue among members of the Australian higher education community.