The purpose of this descriptive study is to analyze the writings of fourth-grade Turkish-speaking students with low vision in terms of legibility and spelling errors. The study is a general survey design and used the criterion sampling method. The study group consisted of 32 students with low vision. A Multidimensional Legibility Scale was used to evaluate students' writing legibility. The researcher developed a Spelling Error Evaluation Form to determine the spelling errors. The Mann-Whitney U test and a descriptive analysis were performed to analyze the study data. The findings of the study reveal that fourth-grade students' writings with low vision were generally not legible or were legible at a moderate level. In terms of spelling errors, it was observed that fourth-grade students with low vision made the most errors in letters, words, and spelling. Typing the letter smaller/ larger than the relevant range was the most frequent, and suffix (-ki) was the least misspelled. It was observed that fourth-grade students' legibility and spelling error scores with low vision did not differ according to the variables of gender, school type, and braille. Also, a significant and negative correlation between spelling errors and legibility scores was found. The findings are discussed within the framework of the relevant literature and presented some suggestions for future measures and research.