Introduction: Kindergarten and first-grade teachers provide the first formal fine motor skills training many students will receive. They are often the first to teach handwriting to students, and they are also the first to notice a difference in students’ handwriting and fine motor abilities. There is a dearth of evidence regarding how teachers perceive their role in fine motor and handwriting development and, specifically, how teachers perceive their role in teaching left-handed students. Purpose: This qualitative study explored the perceptions and experiences of kindergarten and first-grade teachers and their work with left-handed students. This study explored themes among this group of teachers and their experiences teaching fine motor skills to left-handed students. Method: Semi-structured interviews of kindergarten and first-grade teachers were conducted to facilitate an exploration of how teachers understand their experiences with left-handed students. A basic interpretive approach was used, and a convenience sample of 8 participant interviews took place. Teachers were recruited from elementary schools in a school district in the Southeastern U.S. Results: During data analysis, four major themes emerged: formal training in fine motor skills, barriers to teaching fine motor skills, individual needs assessment, and teaching styles related to handedness. These themes illustrate the experiences of each participant. Discussion: The data collected in this study aid in identifying gaps in teachers’ knowledge about fine motor skills instruction and a lack of needed resources to differentiate instruction for left-handed students.
Keywords: left-handed, fine motor, elementary education, left preference