The main objective of this study was to describe challenges of teachersâ€™ in identifying andrnsupporting students with writing disorder (Dysgraphia) and to identify problems affecting thernimplementation of support in teaching writing. The study was conducted at MelkamrnErmijachin primary school in Addis Ababa city. Qualitative research method and case studyrndesign was employed to conduct this study. The study used 10 teachers by using purposivernsampling technique from a total of 29 teachers. And five teachers were selected forrnquestionnaires and another five teachers for interview in a purposive sampling. The datarncollection tools were questionnaires and semi-structured interviews, observation of thernteaching process and review of teachersâ€™ document. Interview and observation were used tornenrich the data which was obtained through questionnaire for the sake of triangulation.rnBefore administrating the questionnaire for the main study, pilot study was conducted.rnQualitative approach ,data analysis was carried out to analyze the data collected through thernabove mentioned tools. The findings of this study revealed that the teachers have a littlernawareness and practice regarding children with writing disorder. This made challenges tornteachers,students and the school in general and directly affects students with writingrndisorder in their academic performance. This was because of the shortage of adequaternknowledge and training with teachers about writing disorder and on how to manage andrnteach the skill for these children, absence of the necessary facilities, time and collaborativernwork among the schoolâ€™s directors ,teachers and parents. And the study recommendedrnteachers should give a great value for training on ways of teaching ,identifying, usingrnstandard screening tools and give the necessary support for students with dysgraphia in timernand they should support these students with commitment in collaboration with theirrncolleagues and studentsâ€™ parents.