The current study was carried out to investigate the effectiveness of utilizing a generative learning strategy-based program in fostering the targeted EFL lexical and oral performance skills among Al-Azhar secondary stage students. To attain the purpose of the study, the Quasi-experimental method was adopted with its pretest-posttest control /experimental groups design.  Participants of the study consisted of (N=50) EFL students enrolled in the first-year Al-Azhar secondary stage, El-Sharkia Institute for girls, El-Ibrahimiya Educational Directorate, Sharkia Governorate during the first semester of the academic year 2022/2023. They were chosen and divided into two groups: treatment group (n=25), and non-treatment group (n=25). An EFL oral performance questionnaire accompanied with a scoring rubric, a pre-post oral performance test (OPT) and a pre-post lexical skills test (LST) were used as instruments of the study. The targeted EFL lexical and oral performance skills for 1^st year secondary school students were determined to be enhanced through the use of a checklist approved by a jury of specialists in teaching EFL. Results revealed that there was a statistically significant difference between the mean scores of the treatment group in the pre-and post-administrations in both EFL lexical and oral performance skills, favoring the post- administrations. The findings of the study also revealed that the program based on the generative learning strategy had a positive effect on developing the EFL first-year secondary stage students' lexical and oral performance skills.