Handwriting problems are readily apparent to classroom teachers but may be only the tip of the iceberg for children who have significant coordination difficulties. School is a daily frustration for these children as their finished work does not reflect their abilities, they struggle with the simplest of tasks and are victimized by their peers. Strong evidence is now available indicating that children who appear to only have "mild" motor difficulties go on to experience serious secondary social and emotional problems. Educators have a pivotal role in early identification and in facilitating success using a strategy that will better M.A.T.C.H. each task to the child with coordination difficulties. In this article, the typical characteristics of these children are described, behavioral observations are explained, and practical suggestions are outlined. (Contains 2 tables.)