This study was aimed to examine the effectiveness of self- instruction skills training on handwriting problems of boy students having specific learning disability with dysgraphia type. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 32 subjects (16 for experimental group and 16 for control group), were selected by purposive sampling Method, among second to six grade elementary students in " schools for regular education" in Kherame. Subjects randomly assigned in experimental and control groups. A researcher made handwriting problems checklist were used as a tool of data collection in before and after Intervention. Experimental group sequentially received 15 sessions of self-instruction skills training. The data were analyzed by using of analysis of covariance (ANCOVA) and Multivariate analysis of covariance (MANCOVA). The results indicated that the self- instruction skills training had an significant effect on handwriting problems and its subscales (handwriting errors and body position errors when writing ) in boy students having specific learning disability with Dysgraphia type of experimental group (P<.01). Therefore, we can concluded that self-instruction skills training improving the handwriting problems of students having specific learning disability with Dysgraphia type.