Abstract          The study aimed at developing the preparatory stage EFL short story writing by using story-mapping. The participants of the study were forty students selected from the third grade preparatory stage students at Al- Azhar Mansoura Experimental Preparatory Institute for girls, Mansoura Governorate. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n=20) and a control one (n=20). To collect data, the researcher used multiple instruments: a short story EFL writing skills test administered as a pre-posttest, a short story EFL writing skills checklist and a short story EFL writing skills rubric. The researcher taught both groups: the experimental group was taught through the story mapping strategy while the control group was taught through the traditional way of teaching. The results of the study revealed that there were statistically differences between the mean score of the experimental group in short story writing skills in favor of the experimental group. The effect size of the story-mapping strategy was found to be high. The study recommends using the story mapping as a strategy in teaching EFL skills. Key Words: Story-mapping, writing.