Dyslexia is a term that describes why given populations of school-going children fail to acquire reading skills in spite of normal intelligence, adequate environmental and educational opportunities. The main objective of this study was to find out the effect of curriculum adaptation on the accommodation of learners with dyslexia in regular schools in Buea Sub-Division. The study was anchored on the Dual Route theory theory. A purposive sampling technique was done with six schools and 65 teachers selected for the study. A semi-structured questionnaire with 24 close ended items and 5 open ended items was used to collect data. Data were made essentially of categorical variables and they were analyzed using frequency, proportions and Multiple Response Analysis to aggregate responses within conceptual components. The findings revealed that teachers faced a lot of difficulties in teaching children with dyslexia in regular classrooms with 87.7 % (57) of the teachers admitted that they teach strictly on prescribed scheme of work. There was enough statistical evidence that material quantity taught per day significantly and positively influenced the effectiveness of learners with dyslexia, 64.6% (42) admitted that children are more careful when they have limited task under limited time, the better the management of classrooms by teachers, the better the content delivery for learners with dyslexia. The study recommends issues to be addressed in order to enhance the implementation of the adapted curriculum in regular schools amongst which were; the revision of school curriculum by The Ministry of Basic Education in order to make it flexible so that teachers have room to use different teaching styles to achieve the same objectives, curriculum designers and special educators should be jointly responsible for training teachers on curriculum adaptation.