Students with disabilities often experience particular difficulties with handwriting, and these problems can hinder their development both in school and in postsecondary settings. This paper addresses three issues: (1) the possibility of a prejudicial and potentially lasting first impression, based on the individual's handwriting; (2) the lack of corrective handwriting instruction after the elementary grades; and (3) the variety of methods available to improve a student's handwriting. These issues are discussed in the context of the following topics: handwriting problems, the importance of writing, the absence of instructional commitment to handwriting, and instructional considerations such as print versus cursive skills acquisition and skills maintenance. The importance of an ongoing and consistent program of handwriting instruction is stressed, especially for students with disabilities who need to fight negative first impressions. (Contains 26 references.) (DB)