This research sets out to assist in the enrichment of narrative writing processes in EFL 5th graders through the implementation of picture books as a means to surmount the lexical density that the written expression entails and to shape the natural ability of telling an event or a sequence of events systematically. To achieve this goal, it was necessary to understand writing as a formal description of structured data which is outlined in the mind that has different cognitive stages and works with pre-established categories, as proposed by Flower & Hayes (2008); evenly, the learning was contemplated from a genre-based approach where recognizing the needs and proficiencies of the students was the major concern, which was supported in familiar routines and cyclical activities in social contexts. As a result, the creation of a narrative story in the form and following the principles of picture books became the ultimate achievement of the present study, which ponders on the bases of action research with a qualitative approach. In this way, the possible implication of conducting a study based on the use of picture books was related to the affinity of students to the world of words.