This study aimed to improve the handwriting legibility of a primary third-grade student. The study was conducted in the spring term of the 2015-2016 academic year in a public school in the Yenimahalle district in Ankara. The third-grade student thatparticipated in the study had no mental, auditory, or visual problems; however, was diagnosed with learning difficulties. This study was an action research, aqualitative research design. The student carried out copying and dictation writing activities in order to evaluate the difference between the writing skills before and after the application. The student’s texts were analyzed using the Multidimensional Legibility Scale and the Writing Errors Form. According to the analysis, a 30-hour action plan was developed to improve the students’ handwriting legibility. The results revealed that the action plan was successful. The student’s writing skills initially assessed as inadequate in terms of legibility improved to an acceptable level. The study indicated that the support provided by educators for students with dysgraphia or inadequate writing skills is beneficial. Individual applications designed for writing problems can contribute to the solutions of students’ writing problems. Therefore, teachers should have full knowledge of their students’ skill levels from the first grade. Additionally, theyshould have open communication with parents, counselors, and school administration for students with dysgraphia or inadequate writing skills. Instead of ignoring their writing development, cooperative measures should be taken for these students. Furthermore, only a limited number of studies on dysgraphia was identified in the related literature. Therefore, further studies should be conducted on writing difficulties.