Fine-motor skills, including small muscle development, hand-eye coordination, the ability to form basic strokes smoothly, and the ability to hold utensils or writing tools, are prerequisite skills for handwriting (Donoghue, 1975; Lamme, 1979). Allowing sufficient time for students to engage in fine-motor activities in the kindergarten classroom encourages developing these prerequisite skills (Puranik et al., 2014). In 2003, Marr et al. reported that kindergarten students spent 36-66% of their time participating in fine-motor activities, with up to 42% of that time consisting of paper and pencil tasks. The purpose of the current study is to identify how much time is spent on fine-motor activities, particularly handwriting activities, in kindergarten classrooms today. We observed six kindergarten classrooms for two days to determine the time kindergarten students spent on fine-motor and handwriting activities. We found that kindergarten students spent an average of 40% of the time engaged in fine-motor activities (academic and nonacademic), of which 30.8% was spent in handwriting activities (12.3% of the total observed time). Compared to findings from Marr et al. (2003), kindergarten students are spending a similar amount of time in fine-motor activities in the classroom today. However, they are spending less of that time engaged in handwriting activities, which was highly variable among the classrooms ranging from 12.7 to 46.1%. It is therefore important for occupational therapy practitioners to observe kindergarten classrooms to better support students’ success in the classroom.