Speaking and writing (productive skills) are problematic areas that many EFL school students suffer from. Accordingly, the current study aims at finding out the role of Cognitive Academic Language Learning Approach (CALLA) on EFL preparatory school students' language proficiency in productive skills. It is hypothesized that there are no statistically significant differences at the level of significance (0.05) in the mean language proficiency in productive skills among the mean scores of students' achievement between the experimental group taught by the Cognitive Academic Language Learning Approach (CALLA) and that of the control group receiving traditional instruction in language proficiency posttest. To verify the hypothesis of the study and achieve its aims, a quasi-experimental nonrandomized control group, pretest-posttest design is employed. Two groups are randomly selected from the fifth preparatory class at Amouriya Preparatory School for Girls to represent the sample of the study, comprising 60 students (30 students in each group). Both groups are subjected to the same pretest to ensure equivalence between them. Then the experimental group is taught according to the Cognitive Academic Language Learning Approach (CALLA), whereas the control group is taught according to the method stated in the Teacher's Book. After achieving the validity of the test, a pilot study is conducted on 25 students from the fifth preparatory class. Then both groups are subjected to the same posttest in language proficiency, focusing on productive skills. Data have been analyzed statistically. The results have shown a statistically significant difference between the experimental and control groups. In light of the obtained results, conclusions, recommendations, and suggestions for further studies are put forward.