Abstarct: This quantitative, causal-comparative study aimed to examine the effects of visual and verbal learning styles, gender, and prior experience on EFL learners' writing performance. Specifically, the research investigated how learners with different learning styles, genders, and prior experiences performed in a writing task that required them to explain information presented in graphs, charts, and similar formats. The study involved 50 adult EFL learners who completed an Academic IELTS Writing Task 1 to evaluate their writing performance. Following this task, the Style of Processing Scale questionnaire was administered to identify the participants' learning styles. The data analysis utilized independent samples t-tests and a factorial design to examine the effects of the variables. The findings indicated no significant differences in writing performance between the two groups of learners with differing learning styles. Furthermore, gender did not have a significant impact on participants' performance, as both genders performed similarly. However, the results revealed that participants with prior experience performed significantly better than those without such experience (p-value < 0.05). Moreover, verbal learners who were familiar with the IELTS Test outperformed their visual counterparts who lacked this familiarity. While these results were unexpected, they offer valuable insights for educators regarding the influence of learning styles and gender on test performance. Additionally, the findings underscore the critical role of prior experience in enhancing performance in standardized and high-stakes assessments, providing guidance for educators and learners aiming to improve outcomes in such contexts.