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Spelling is known to be a very complex ability that includes many different cognitive and language skills. The purpose of the study was to (1) investigate the correlation between students’ spelling and morphological knowledge in grade 2 and grade 4, and (2) study the differences between poor and advanced spellers in regards to phonemic awareness and word decoding. A quantitative method was used, which included systematic testing that meausered students’ spelling, morphological knowledge, phonemic awareness and word decoding, among other. The participants were 46 students in grade 2 and 37 students in grade 4. The results of the study show positive correlations between students’ spelling and morphological knowledge, which agrees with previous studies that have shown that morphological knowledge has a positive impact on students’ spelling. The results also show a difference between poor and advanced spellers, whereupon poor spellers scored low in both phonemic awareness and word decoding, and vice versa. Overall, the resultats shed additional light on the complex process of spelling and can inform special needs teachers regarding how morphological awareness has the potential to support students with spelling difficulties.