This study examines the effect of hand exercise on the handwriting legibility of pupils with dysgraphia in Ikere Ekiti Local Government Area, Ekiti State, considering two moderating variables: gender and self-esteem. The study adopted a pretest-posttest control group quasi-experimental research design. The multistage sampling procedure was used to select participants. The instruments used include the Dysgraphia Screening Test & NST, Writing Assessment, Self-esteem Scale, and Wesch Intelligence Scale for pupils. Treatment lasted six weeks, and data were analyzed using Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings revealed a significant main effect of treatment on handwriting legibility (F(1,59) = 149.663, p<0.05), but no significant effects of gender (F(1,59) = 0.186, p>0.05) or self-esteem (F(1,59) = 0.094, p>0.05). Additionally, there were no significant interaction effects between treatment and gender, treatment and self-esteem, gender and self-esteem, or treatment, gender, and self-esteem on handwriting legibility. Based on the findings, it is recommended that hand exercises be adopted in managing handwriting legibility.