This study examined the relationship between morphological awareness and spelling. We show that French children in Grades 3 and 4 appear to use morphological information in spelling; spelling of sounds for which there are several alternatives was more accurate in derived than in nonderived words. The link between morphological awareness and spelling seems to be general, given that morphological awareness correlated with multiple spelling scores, including those that did not involve morphology. Further, the relationship between spelling and morphological awareness seems to be affected by both the developmental level of the child and the phonological structure of the items in the morphological awareness task. We discuss the implications of this research for clarifying the relationship between morphological awareness and spelling.