This study aimed at investigating blogs' integration in teaching of writing in Moroccan EFL classrooms. It involves about 108 second year baccalaureate students and 92 EFL teachers. Given its exploratory nature, an exploratory design was adopted. The data were collected using a questionnaire and an interview. The findings revealed that blogs' use is more likely to change students' negative attitudes towards writing, to enhance their writing sub-skills and performance. The results also demonstrated that the teachers' inability to use blogs in the teaching of writing could be attributed to lack of preservice and in-service training, lack of access to the Internet in schools, and time constraints.