The relationship between dyslexia and learning to read music notation has not been extensively investigated. While a number of studies have established that individuals with dyslexia also often experience challenges with reading music notation (Atkinson, 1994; Flach et al., 2016; Ganschow et al., 1994; Jaarsma et al., 1998), limited work has been done to determine which underlying perceptual or cognitive differences may contribute to these shared challenges. Weiss et al. (2014) did explore potential underlying cognitive differences and found auditory working memory to be a key difference between dyslexic musicians and typical musicians; however, their study did not explore reading music notation. To be able to better address challenges with notation, we need to determine additional underlying differences so that targeted remediation strategies and/or supportive accommodations can be identified to improve notational reading accuracy and fluency. One possible perceptual skill may be visual perceptual expertise. Visual perceptual expertise has been positively associated with both fluent reading and skilled musical sight-reading (Fan et al., 2022; Ventura et al., 2020). Additionally, researchers have identified visual perceptual expertise in other domains such as words and faces as a common area of weakness for many diagnosed with dyslexia (Brady et al., 2021). While researchers have found visual perceptual expertise for music notation to be positively related to musical experience (Wong and Gauthier, 2010a, 2010b), it has not been explored in relation to dyslexic traits. Therefore, the purpose of this study was to explore relationships between perceptual expertise for music notation, as measured by a visual fluency task for music notation (Wong et al., 2021), and traits of dyslexia, approximated through a dyslexia screener, the ARHQ-Brief (Feng et al., 2022). Since researchers have found perceptual expertise to be positively related to experience, musical background and experience were accounted for via a musical sophistication measure, the Gold-MSI (Müllensiefen et al., 2014). Additionally, since perceptual expertise has both domain-general and domain-specific components; general perceptual expertise was approximated via a visual fluency task for letters (Wong et al., 2021).