Employing a qualitative single descriptive case study research design emanated from a constructivist worldview, the current study explores the role of teachers’ instructional strategies on the teaching of writing skills in English as a second language. Data was collected via interview schedule, field notes and an open-ended questionnaire in which a criterion purposeful sampling technique was used to select 20 teachers from 20 schools. Data analysis was conducted through thematic analysis, typological analysis, and content analysis using Atlas.ti and MAXQDA. The findings established the role of teachers’ instructional strategies on the teaching of writing skills, prevailing instructional strategies used and the interplay between them. Teachers need to study and learn the application of instructional strategies, apply strategies to optimise success and enhance teaching and learning, which results in student academic performance. Teachers should apply instructional strategies to enhance writing skills. Teachers’ instructional strategies play a critical role in the teaching of writing skills, which affects students and teacher performance, resulting in positive and negative student academic writing performance.

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