Abstract Several surveys have shown that the type of paper used in classroom writing activities varies considerably between schoolteachers, school grades, and also countries. The present study aims to (1) evaluate if handwriting quality (both legibility and fluency) of school age children is better when they write on lined than on unlined paper and (2) explore whether fine motor and visuomotor skills of children could moderate the potential effects of lined paper. To this end, 34 third-grade students copied a text on blank and lined paper. All children were exposed to the two paper conditions (within-subject design). Handwriting legibility and fluency were evaluated using the Concise Assessment Scale for Children’s Handwriting. The students’ fine motor and hand–eye coordination skills were also assessed to determine whether these factors moderate the effect of line presence. The results revealed that handwriting legibility was better on lined paper than on unlined paper. However, fluency was not impacted by the presence of lines on the paper. Moderation analyses revealed that for third-grade students, lined paper similarly impacts handwriting performance regardless of their fine motor and visuomotor skills. The implications of these findings for guiding teachers in choosing a type of paper for classroom handwriting activities are discussed.