A considerable number of research and reports attempted to tackle the different aspects of writing apprehension. The current research dealt with the topic quantitatively and qualitatively in an attempt to know why Palestinian university students majoring in English feel anxious and stressed when they are asked to write. The possible remedies for such a phenomenon were also suggested. For the purpose of identifying the crucial factors and suitable solutions for students' writing apprehension, the researchers designed two questionnaires: the first is divided into six factors covering the possible causes of students' writing apprehension and the second included the same six domains suggesting effective solutions for this problem. The study adopted the analytical descriptive method which suits its purpose. The two forms of questionnaires were distributed to a poll of English language majoring students in three national universities in Gaza Strip, namely Al-Quds Open University, Al-Aqsa University and the Islamic University of Gaza. After re-collecting the questionnaires, some were discarded. Therefore, the data were collected from 265 questionnaires tackling the causes and other 265 tackling the remedies of writing apprehension. The data collected was treated statistically using SPSS. To get reliable results the following statistical methods were adopted: T-test paited sample, One Way Anova and Sheffe test. It was found that students' sex and academic level were not significant variables in the students' estimates of the causes of writing apprehension. Besides, students' belonging to an academic institution affected their estimates of the causes and remedies of writing apprehension. Moreover, high achievers in writing were more apprehensive than low ones; however, both showed no difference in their estimates of the remedies of writing apprehension. In addition, computer use in writing played no significant role neither in the students' estimates of the causes nor of the remedies of writing apprehension. In accordance with the findings stated above, a number of recommendations for writing teachers, course designers, students and scholars were set. (Contains 9 tables.