This study investigated the effectiveness of brain-based learning (BBL) on enhancing EFL writing skills and self-management in third-year preparatory school students in Egypt. A quasi-experimental design compared a treatment group (n=35) receiving BBL instruction to a control group (n=35) with traditional methods. Data was collected using pre- and post-tests, employing an EFL writing skills checklist assessing content, organization, mechanics, and a self-management scale measuring planning and self-regulation. Statistical analysis revealed that the BBL group demonstrated significant improvements in both EFL writing proficiency and self-management abilities compared to the control group, as evidenced by independent samples t-tests. Specifically, the BBL group showed substantial gains in writing clarity, logical content presentation, and the use of supporting details. Furthermore, their self-management scores significantly increased, indicating enhanced goal-setting and self-monitoring skills. These findings suggest that BBL strategies, emphasizing active learning, meaningful connections, emotional engagement, and collaboration, are a potent approach to improve EFL writing and foster crucial self-regulatory skills in young learners. This research strengthens the evidence base for integrating BBL principles into EFL pedagogy within similar educational contexts.