The aim of the present study was to investigate the effectiveness of using the genre-based approach for developing EFL writing skills among Faculty of Education students. The participants of the study included (50) students (the experimental and control group) enrolled at the English section at Faculty of Education, Benha University. The instruments of the study included EFL writing skills checklist required for third year students, an EFL writing skills test, and an analytic rubric for scoring it. The study followed the two groups (control and experimental) pre-posttest design. After implementing the genre-based approach, the instrument was re-administered to both groups. The results were statistically analyzed and revealed that the experimental groups’ EFL writing skills were developed as a result of using the genre-based approach. It is recommended that the genre-based approach can be used in different educational stages for developing EFL writing skills.