Writing is an important part of learning across all content areas of school (Graham & Harris, 2011). Even very young children experience the symbols of written language all around them. Soon they begin to notice that written symbols stand for people, ideas, things, or events, and attempt their own marks (Aram & Levin, 2011). However, though language is a foundational human trait, reading and writing are not naturally occurring processes. These are learned skills that children acquire through explicit teaching, modeling, and meaningful practice in addition to exposure to literacy in their homes and schools (Neuman et al., 2000). This article first explores critical research addressing the development of letter formation for children prior to kindergarten, and then highlights two strategies to skillfully guide children in acquiring age-appropriate letter formation habits in developmentally appropriate ways.