Creative writing requires creativity and imagination in crafting stories, poems, and drama which are oftentimes difficult for students. This study aimed to compare the effectiveness of visual thinking strategy in developing creative writing skills among 80 Grade 11 Humanities and Social Sciences (HUMSS) students who were enrolled in one of the Catholic schools in Digos City. It was conducted during the academic year 2017-2018. Experimental research design specifically, the pretest-posttest non-equivalent group design was used in determining the effect of the strategy. The experimental group was exposed to a five-session treatment using visual thinking strategy such as pictures, paintings, and videos while the control group to classical teaching method. Results revealed that there was no significant difference in the pretest mean scores of the two groups. They had the same level of creative writing skills before the intervention. After the five-session treatment, there was a significant difference in the pretest and posttest mean scores in both groups since their level of creative writing skills improved. Moreover, there was a significant difference in the posttest scores between the experimental and control groups since the former had a higher mean gain. Thus, visual thinking strategy was effective in improving the creative writing skills of students.