The perspective of emergent literacy was applied to investigate the name-writing skills of 4-year-old, low-income Mandarin Chinese-speaking children in Taiwan. One hundred and eleven children in Taiwan were recruited from 12 public preschools. Children were individually assessed with a name-writing task, the Peabody Picture Vocabulary Test-Revised, book and print concepts, and recognition of Chinese characters and radicals. Analyses of correlations and stepwise regressions were conducted. The results indicated the following: (1) children’s age, vocabulary ability, book and print concepts, and recognition of Chinese characters and radicals were significantly correlated with name-writing skills, whereas the total number of name strokes was not, and (2) recognition of Chinese characters and radicals made the greatest contribution (30%) to explain the variance in name-writing skills, followed by PPVT-R score (3%). A discussion and implications are provided in relation to early writing skills and instruction.