The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All the students in the classroom were diagnosed with Developmental Delays. The gray block paper intervention was used to teach both students how to write the letters in their first names. In baseline, both students were instructed to, "Write the letters of your name." During baseline, both students were able to write some of the letters in their names. However, both students did so inconsistently and with many errors in orientation and formation of the letters. The final outcomes showed improvement in both students in their ability to write the letters of their name. The gray block paper proved to be an inexpensive and easy to implement technique for instructing students with developmental delays to learn and refine writing the letters of their names. Suggestions for alterations to the study were discussed.