Handwriting dysfunction can negatively impact a child's occupational performance. Data supporting handwriting interventions are limited, and a need exists for evidence-based handwriting interventions to enhance a child's functional performance and participation in meaningful occupations. This pilot study examined the relationship between the imagery ability of school-age children and residual final scores on the Minnesota Handwriting Assessment (MHA). Totally, 20 students were assessed across four time points: time point 1(MHA and the Kids Imaging Ability Questionnaire [KIAQ]), time point 2 (MHA post-repetitive task practice [RTP]), time point 3 (MHA after mental practice coupled with RTP), and time point 4 (follow-up MHA). The one-time KIAQ scores and the residual final rate and size scores (time point 4) were significantly positively correlated (p < 0.05), providing the preliminary evidence in favor of the potential usefulness of mental practice in rehabilitating handwriting.