Introduction: Writing poses challenges for many students. In Egypt, many students with learning disabilities (LD) who learn English as a foreign language exhibit deficiencies in the writing process. In order for students to achieve a good level of competence, those students need to apply strategies which have proven to be effective in improving levels of writing in English. The focus of the research is to explore the effectiveness of program based on the self-regulated strategy development of writing skills in writing-disabled secondary school students. Method: A total of 67 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 34; 20 boys and 14 girls) and control (n = 33, 20 boys, 13 girls). ANCOVA and Repeated Measures Analyses were employed for data analysis. Results: Findings from this study indicated the effectiveness of the program employed in improving the writing performance of the students in the experimental group. Discussion: On the basis of the findings, the study advocates for the effectiveness of Self-Regulated Strategy Development (SRSD) in improving the writing performance of students in the experimental group. (Contains 5 tables.)