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This book addresses the impact of gender attitudes on the performance of writing skills in the English language as a subject in the Kenyan secondary school curriculum. The author argues that after learning to write, students ought to develop the right attitude to nurture the art of writing. Attitude, whether positive or negative, affects both male and female students in nurturing the art of writing. Using the Self Efficacy Theory, the author investigates the influence of preferences by gender to aspects of writing. She also assesses the performance of both male and female students in writing skills, and the challenges faced by teachers and students in the teaching and learning of writing skills in English. This book is resourceful to English curriculum developers, policy makers, teachers and students of English language.