Dysgraphia is a specific learning disability in the area of written language that is frequently under-identified in the school setting due to inconsistent application of dysgraphia assessment. The problem addressed in this study was the inconsistency in dysgraphia assessment processes, in Texas public school systems, that contribute to an under-identification of dysgraphia and can affect students academically, emotionally, and psychologically. The purpose of this qualitative case study was to investigate multiple dysgraphia assessments via the use of document analysis and perspectives of educational assessment personnel to determine if a more streamlined and consistent approach to dysgraphia assessment can be utilized. Chomsky's language learning mechanism was the theoretical framework for the study. Data was collected using open-ended surveys sent to Dyslexia Consultants at the Texas Regional Education Service Centers, a focus group consisting of diagnosticians and an occupational therapist, and document analysis of various assessment manuals. The participants were 12 dyslexia consultants from the Regional Education Centers across Texas, five educational diagnosticians, and one occupational therapist. Findings suggested significant inconsistencies in understanding of dysgraphia and dysgraphia assessments that are used in Texas public schools, educational assessment personnel perceive the current state of dysgraphia assessments as a mix of information, and options to streamline assessments are possible. There is a need for clarity in the understanding of dysgraphia, so assessments can be more streamlined and create better recommendations and interventions for students diagnosed with dysgraphia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]