The purpose of this study is to examine the first grade teachers' practices of handwriting instructions in terms of teaching, evaluation and handwriting difficulties. From qualitative research patterns, phenomenology was used. The study was applied to the 54 First grade teachers who work at central Burdur and Burdur county centre primary education schools. Interview is used while collecting data and content analyze is used while analyzing data. The results showed that most of the first grade teachers spare two hours of their active lecture times in a week for handwriting lessons. Students write letters: "e, c, ı, i, o, ç, ö, u, l, y, ü, a" easily but have difficulties "f, k, r, H, b, z, s, m" letters while writing. Teachers teach the handwriting by making students write. In order to develop handwriting instruction first graduate teachers' handwriting lectures can be observed. By making practice especially on the letters whose writing are difficult, alternative writing ways of these letters can be developed. Handwriting scales can be developed in order for student handwritings to be assessed.