This study investigated the effect of RAFT strategy on developing EFL creative writing skills for the third year governmental language preparatory school students. Eighty students were randomly chosen and divided into two groups: the experimental group and the control group. After ensuring their equivalence, the experimental group students were trained on creative writing skills through the use of RAFT strategy, while the regular instruction was used with the control group. To achieve the aims of the study, the researchers constructed a creative writing pre/ post test to measure the students' creative writing skills. It was administered to the participants before and after the experiment. The mean scores of the pre and post administrations of the test were treated statistically. Findings of the study showed a significant difference between the mean scores of both groups in the creative writing skills test, in favour of the experimental group. There was also a statistically significant difference at 0.01 level between the mean scores of the experimental group in the pre- post administrations of the creative writing skills test, in favour of its post-administration. Moreover, RAFT strategy had a large effect size on all the required creative writing skills and on each of the required skills, thus achieving the aims of the study.