The purpose of this action research project was to study the outcome of computer-assisted instruction on handwriting quality. Quality handwriting includes legibility, orientation, formation, size, and placement on a base line. The participants were fourteen Kindergarten students in a preschool through eighth grade private school in a suburban setting. The fourteen participants were placed into two instructional groups through random grouping. One group of participants received computer-assisted instruction while the other group received teacher-assisted direct instruction. Participants participated in their assigned instructional approach for 10 minutes 3-4 times a week for four weeks. Data was collected quantitatively. At the conclusion of the four-week intervention, the results indicated no one specific instructional approach yielded a statistically significant greater improvement when comparing the two approaches.