Handwriting was a therapeutic intervention with an adolescent victim of a serious electrical accident that occurred in 1972. It was initiated two months after the accident as one aspect of educational therapy. The handwriting tasks involved copying numbers, printing letters, copying shapes, practicing cursive letters, writing sentences, and responding in writing to questions. Over time the quality of the writing ranged from illegible to considerable tremor and to legible with notable tremor. During practice sessions the writing was mostly legible with notable tremor. Writing therapy for this individual resulted in a return to totally legible handwriting. This result fostered this inquiry into what was occurring neurophysiologically during writing therapy. Refined technological approaches to study handwriting's neurophysiological influence on the brain at the time of this victim's handwriting therapy were unavailable. Contemporary neurophysiological research has documented that: (1) handwriting facilitates letter recognition and reading abilities; (2) within the brain there is an innate connection between motor regions for handwriting and the perceptual systems during perception of print or writing; (3) handwriting has a positive influence on memory development and the retention of memories. Handwriting therapy facilitated many of these unseen neurophysiological benefits for the electrical accident victim.