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This study examines how students in a municipal high school (in Swedish: “kommunalt gymnasium”) experience listening to an automated narration (a pre-recorded course book). The aim of the study is to contribute with increased understanding of how the adaptions are experienced by students with some form of learning difficulty. The six students who participate in this study are diagnosed with dyslexia and a study adaption that is often given to this group of students is the possibility to listen to an automated narration instead of reading the text by themselves. This work is based on the phenomenography approach which states that people experience a phenomenon in a set of qualitatively different ways. This study also supports the variation theory’s second principle that when we experience a variation of something, it makes sense to us. To get hold of the students’ experience of this particular phenomenon, i.e. listening to an automated narration, the method has been to interview the students after they’ve performed an elicitation test. The test consists of two texts and several questions concerning each text’s content. The purpose of this elicitation test is to direct focus from person to the phenomenon studied. After the elicitation test follows a semi structured interview where the participants answer questions about their experiences regarding listening to an automated narration. The research question reads: What variations are there in dyslexia diagnosed high school students’ experience of listening to an automated narration? The answer and the result in this study is seven different categorizations of experience of this phenomenon: Stronger visualization of the text’s content, simplifies the process of getting through a text, remember the content better, holistic perspective on the content of the text, difficult to keep focus on just listening, technology creates an obstacle to listening and lack of interest reduces the ability to absorb listening. So, with this expanded understanding of how students experience listening to an automated narration the school’s pedagogues can for example better design the adaptions that students need.