This chapter is largely concerned with arguments for and against the use of the dyslexia construct as a diagnosed label. The most commonly voiced arguments for the value of the label put forward in response to the publication of The Dyslexia Debate in 2014 are listed, analyzed, and critiqued. Key arguments for the label are clustered under the following headings: learner empowerment and exculpation, gaining access to finite resources, the perceived failure of teachers, schools and school systems, meeting the needs of adult learners in further and higher education, neurodiversity, disability, and the dyslexic identity, and other arguments offered for retention of the label. Having shown the flaws in each of these arguments, the chapter concludes by reasserting the key message provided throughout the book that there is no need or justification for the continuation of dyslexia diagnoses or labels. Rather, efforts should focus upon ensuring that the needs of all struggling readers are identified and addressed.