Background: There is limited research on the FL composition writing of Egyptian experimental secondary students. Purpose: The purpose of the present study is to investigate the effect of the Whole Language Approach on developing the required composition writing skills in English for experimental secondary students. Setting: Salah Salem Experimental Secondary School, Giza, Egypt. Study Sample: A sample of (70) first year experimental secondary students, is randomly assigned to an experimental group and a control one, (35) students each. Intervention: Whole Language Based Programme to develop the composition writing of the experimental group students. Research Design: Quasi-experimental. Control or Comparison Condition: Traditional method of instruction. Data Collection and Analysis: 1- Skills Checklist; 2- Pre-post composition writing test. Findings: Comparing the students' mean scores in the pre and post administrations of the test, it is proved that the experimental group students made a remarkable progress in their composition writing skills due to the use of the suggested programme based on the Whole Language Approach. Conclusion: Thus, using the Whole Language Approach proved to have a very large effect size on developing the required composition writing skills in English for the experimental secondary students. The Whole Language Approach with its unique tenets that proved in previous studies to be very useful to the students' learning of the English language in different aspects in general, proved its success in the present study in developing the composition writing skills in particular through motivating the students to write pieces of composition that are good in terms of both quality and quantity (i.e. writing two or three well organized paragraphs). Citation: Ahmed, Abdelhamid (2006). The Effect of Using the Whole Language Approach on Developing Some Composition Writing Skills in English for Experimental Secondary Students in Egypt, Helwan Faculty of Education, Egypt.