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Official French curricula grant an educational freedom to teachers, allowing them to choose their teaching methods. The present survey conducted in two areas (Grenoble and Lyon) aimed at assessing the teaching of cursive in the last year of kindergarten and the first year of elementary school in France. It was based on a questionnaire surveying the difficulties teachers perceive regarding the acquisition of graphomotor skills for cursive writing, and how they adapt their teaching strategies to these difficulties. The analysis of the questionnaires shows a great diversity of practices, both in the number of lessons explicitly focused on the acquisition of penmanship itself, as well as the strategies and methods used. However, despite this variety of methods, the teaching prioritizes the dynamics of the movement rather than the shape of the letters. The liberty granted to teachers by curricula—which are often said to be lacking clarity—lead them to a process of “bricolage,” using the variety of resources available to organize their teaching.