The purpose of this research is to investigate the effectiveness of a proposed program based on inquiry learning for improving EFL reflective writing skills and reducing writing apprehension among EFL post graduate students at the Faculty of Specific Education. The design of the research is a quasi-experimental. Two groups participated in the study: an experimental group and a control group. Both groups were tested before and after the intervention. The participants in the two groups were 30 post-graduate students who were chosen randomly from the first year special diploma students enrolled in the curriculum and EFL instruction department at the Faculty of Specific Education, Zagazig University, Egypt. They were divided into two groups: an experimental group (N=15) students who were adopting the proposed program based on inquiry learning and a control group (N=15) students who were taught in the regular way. The instruments of the research included an EFL reflective writing skills test and the Daly-Miller Writing Apprehension Test. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post-test of EFL reflective writing skills in favor of the experimental group. In addition, students' writing apprehension was decreased. Accordingly, it was concluded that the inquiry-based learning program was effective.