The aim of the present study was to investigate the effectiveness of a strategy based on transformative learning in developing EFL critical refection and reflective writing skills of secondary stage students. The problem of this study lies in second year secondary stage EFL students' poor level in critical reflection thinking and reflective writing skills. The study adopted the quasi – experimental design. The participants of this study were (60) female participants who were drawn randomly from 10^th of Ramadan Language School at 10^th of Ramadan City. They were divided into two groups (Control and Experimental) to determine the most required critical reflection and reflective writing skills to be developed through a strategy proposed called Transformative Learning. A critical reflection situational test and a reflective writing were developed by the researcher and approved by a jury in the field of TEFL. The tests were administered pre and post teaching the strategy proposed. Having collected the data, they were treated statistically. The results showed that there are statistically significant difference between the mean scores of the control and experimental groups on both tests in favor of the experimental one in critical reflection as well as reflective writing. So, it is recommended that the suggested strategy can be adopted by teachers in EFL contexts