This study investigates the impact of short story reading on the writing skills of Iraqi EFL learners, emphasizing gender differences. Writing in a second language is a complex skill requiring mastery of grammar, vocabulary, coherence, and fluency. Many Iraqi learners struggle with writing due to limited exposure to authentic English texts. To address this issue, the study applies a quasi-experimental design with 60 male and female 5th-grade students from high schools in Karbala. Participants were divided into control and experimental groups, with the latter engaging in weekly short story reading and writing exercises over eight weeks. Writing proficiency was assessed using the Cambridge Writing Assessment (B1 level).The findings reveal that short stories significantly enhance writing skills by improving vocabulary, coherence, and creativity, with male learners demonstrating slightly higher writing proficiency gains. The study concludes that incorporating literary texts into EFL instruction fosters learner engagement and writing development. It recommends further research on long-term effects and the role of individual learning styles.