The aim of this study is to investigate the effect of a web-mediated program based on the combination of the process approach and the genre approach on developing writing autonomy among prospective teachers at Sohag Faculty of Education. Participants of the present study consisted of forty-six students who were chosen randomly from third- year students enrolled in English section at Faculty of Education, Sohag University, Egypt. The design of the study is the two-group post-assessment design, (N=23) for the experimental group and (N=23) for the control group. Both groups were tested before and after the intervention. The instruments of the research included a writing autonomy scale (WAS) and the suggested web-mediated process genre (WMPG) -based program. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of WAS in favor of the experimental group. These results were ascribed to using a program based on the combination of the process approach and the genre approach via the facilities of the Internet.