Handwriting is an essential skill for learners, but advancements with technology have greatly altered perceptions towards handwriting and handwriting instruction. This study sought to determine the current state of handwriting through an exploratory analysis of the teaching experiences of three practicing elementary teachers with varying experiences. A qualitative phenomenological research design was utilized that collected data through structured interviews. Analysis of data produced three interconnected themes (School Culture/Team Approach, Handwriting Pedagogy, and Personal/Professional Perspective), which led to implications that reinforced the need for a larger and deeper analysis of handwriting and handwriting instruction among educators.