Despite a plethora of research on the utility of drama in the foreign language classroom (e.g., Boudreault, 2010; Gorjian, Moosavinia, & Jabripour, 2010; Zafeiriadou, 2009; Ziltener, 2011), less research addresses its effect on skill development (e.g., Al-Rabadi & Bataineh, 2015; Bataineh, Al-Rabadi, & Smadi, 2013). This study examines the potential effectiveness of drama in improving Jordanian EFL eighth-grade students' writing performance. A purposeful sample of two intact sections of 80 male students was selected from a secondary school in Irbid, Jordan. Using a quasi-experimental design, the two sections were randomly assigned to either an experimental or control group. The groups were pre-tested, treated, and post-tested. The instructional material comprised a story entitled "The Boy from the Past" from the students' own textbook, Action Pack 8. While the control group was taught per the guidelines of the Teacher's Book, the experimental group was taught a nine-week dramatization of the story, focusing on five aspects of writing, namely, thesis statement, unity, completeness and coherence, wording and cohesion, and organization. The findings reveal statistically significant differences in the students' performance on all five aspects in favor of the experimental group. The research concludes with relevant implications for writing instruction and teacher education.