Exploring how a process-oriented approach can be adopted within the English as a foreign language curriculum, this present study examines the impact of process-oriented approach to writing on EFL students’ learning of writing in English. In particular, this qualitative case study delineates the extent to which fifty-seven students change their perceptions of writing and the writing process while participating in a one semester process-oriented English language writing class at a university in Korea. Data was collected through weekly reflective journals, informal interviews and writing portfolios. The process of data analysis was informed by interpretive analysis. Findings show that the process-oriented approach fostered a fuller and more sophisticated understanding of writing. Students were able to develop a sense of audience, an appreciation for feedback, and confidence as an EFL writer. These findings also show that application of new writing approach brought some sites for negotiation between the teacher and students, and call attention to the importance of the sharing of expectations and goals between students and teachers in the course of adopting a process-oriented writing approach.