Full-Text article.This paper assessed the situation of writing difficulties among primary school children in Tanzania. Specifically, the study aimed at identifying children with susceptible writing difficulties (CSWD) and exploring specific mistakes they made in writing skills. Besides, it aimed at assessing the ways used by the teachers in supporting CSWD. It involved 280 standard two pupils and three (3) subject-specific teachers from two public primary schools in Dodoma City. The primary schools were randomly selected, while standard two children and teachers were purposively selected. Data were collected through administering reading and writing tests, interview and classroom observation. A reading test was first administered to all children to screen those with severe reading problems. The results indicated that 78 (27.9%) out of 280 children were low achievers in reading test, while 53 (26.2%) out of the remaining 202 were identified as CSWD. It was also found that CSWD made different mistakes when writing both words and sentences. Data regarding writing mistakes suggest that majority of the CSWD faced problems in letter formation, word/letter spacing and spelling. Moreover, it was found that teachers supported CSWD to improve their writing ability through retention in the same classes and through remedial sessions. This study recommends that appropriate and effective measures are required to enable CSWD to benefit from classroom teaching and complete the primary education level with the required writing skills.