Abstract The research aimed at investigating the effect of a Workshop-Based Blended Program (WBBP) on improving the EFL writing skills of Secondary School Students. The participants of the study were Forty (47) First Year General Secondary School Students from Belkas Secondary School, Dakahliya, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 24) and a control one (n= 23). To collect data, the researcher used multiple instruments: an EFL writing skills test (pre-post), and a workshop based blended program designed and implemented on 1st year secondary stage students. The researcher taught both groups: the experimental group was taught through the WBBP while the control group was taught through the regular way of teaching. The results of the study revealed that there were statistically significant differences between the mean ranks of the experimental group and the control group on the post administration of  the reading skills test in favor of the experimental group. The effect size of the program was found to be high. The study recommends using the WBBP as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers. Key Words: Blended Learning, Writing, Workshop Model