The study aimed to investigate utilizing task-based instruction to develop EFL majors' writing skills and attitudes towards writing. The study had used a quasi-experimental design with one treatment group. The treatment group consisted of 40 EFL first year students who were randomly chosen. The study utilized two instruments. The first was a writing skill test and the second was an attitudes towards writing scale. The participants were pre and post administered to the instruments of the study. The study material consisted of eighteen essays of different types. The essays were introduced through different types of writing tasks including various task-based activities. The experiment was conducted over a period of eleven consecutive weeks within the second term of the academic year 2016-2017 and accomplished within the limits of 22 sessions. The results of the study confirmed that: a) there was a statistically significant difference between the mean scores of the treatment group in the pre and post writing skill test favouring the post-test scores, b) there was a statistically significant difference between the mean scores of the treatment group in the pre and post attitudes towards writing scale favouring the post-scale scores, c) utilizing task-based instruction can develop EFL majors' writing skills and d) utilizing task-based instruction can develop EFL majors' attitudes towards writing.