The article outlines six strategies for teaching handwriting to learning disabled elementary students with differing instructional needs. A rationale for the use of each strategy is followed by a step-by-step description of the teaching procedure. Strategy goals include the following: (1) teaching the manuscript alphabet through letter pictures to a student with a revisualization deficit; (2) using color stimulation to teach cursive handwriting to a student showing signs of a high degree of activity or agitation; (3) teaching handwriting to a student with poor motor memory using the large arm muscles; (4) using multisensory instruction to teach handwriting to students with an attention deficit; (5) teaching cursive handwriting as a way of helping to correct a reversal problem; (6) using relaxation to help learning disabled students improve handwriting and decrease physical tension. (JW)