This article reports the results of an experimental study that examined the relative effectiveness of the WebQuest (WQ) technological model in improving the English for Occupational Purposes (EOP) writing proficiency of a cohort of English as a foreign language (EFL) learners who were enrolled in a certified university professional business program in Lebanon. The study looked into the question of whether WebQuest is perceived as a significant and efficacious teaching tool. The study is based on the assumptions that language instructors can use the WQ as a useful source of authentic materials that enrich the content and exercises of the regular English for Specific Purposes (ESP) textbooks. The study employed an experimental pretest-posttest control group design. Descriptive statistics were calculated on performance scores of learners in the control and experimental groups, and by gender, following which a Multivariate Analysis of Covariance (MANCOVA) test was conducted in order to address the questions raised in the study regarding the effect of the treatment conditions, gender, and the interaction between treatment and gender. The results of the study showed no WQI significant treatment effects, and no significant interaction effects of treatment and gender on writing achievement. It was also found that females outperformed males.