The main purpose of this study was to examine the implementation of the teaching of writing through the process approach at Woreta preparatory school, particularly grade 11. More specifically, the study was intended to examine the extent to which EFL teachers implement the principles of teaching writing through the process approach, to find out how students are actively engaged in each stage of writing, and to identify what challenges EFL teachers face while teaching writing through the process approach. For the purpose of this study, descriptive research design was employed. To achieve the objectives, 150 grade 11 students from the total of 692 students were selected using systematic random sampling technique and 5 grade 11 English teachers were selected using comprehensive sampling method. In order to collect the required data from the participants, multiple data gathering instruments were employed namely, questionnaire classroom observation, and interview and document analysis. Before collecting the data, pilot study was conducted. Closed ended questionnaires were employed and administered to student participants. Semi-structured interview was conducted with 5 English teachers who were teaching the target students of this study. The classroom observation was also held using checklist. For the purpose of classroom observation, five classes were selected using lottery method. The selected classes were observed twice each. The data obtained from questionnaires were analyzed using simple statistics such as frequency count and percentage. Following this brief discussion and interpretation was given. The data gathered from classroom observation were also analyzed using frequency and percentage including brief discussion and interpretation. Whereas, the data gathered through interview were transcribed, coded, identified and categorized based on their shared or common responses and differences and were analyzed followed by discussion. Based on the data analysis and the results, the practice of the process approach to writing at woreta preparatory school was found to be unsatisfactory. The most commonly used teaching and learning writing strategies found to be employed in the classroom by the teachers and students was the product approach. From the study, it was also found that shortage of time, large class size, lack of students’ prior experience and motivation were some of the major challenges that hampered English teachers to implement the teaching of writing through the process approach. Finally, it was recommended that English language teachers should have strong commitment to use their maximum effort in order to apply the process approach to the teaching of writing in the classroom. English language teachers need to give more attention to the current teaching writing approach (process approach) in order to bring substantial progress in students’ writing abilities. In addition, the Ministry of Education, teachers’ institutions such as universities and colleges and other concerned body should organize work shop, seminar and in-service training in order to make the English language teachers be well introduced with the new teaching writing approach (the process approach writing) and to provide possible solutions that can minimize the problems faced by the EFL teachers while implementing the process approach.