Over the last decades of war in Afghanistan, educational development aspects have been ruined dramatically. Teaching methodologies has stayed as it was and teachers have not been trained professionally with the effective methodologies. Furthermore, university students are not equipped enough to develop a cohesive and coherent piece of writing. The purpose of this study is to evaluate students’ difficulties, goals and perceptions regarding English writing and teaching instruction in composition courses in Afghanistan. Data were collected from an English Department in a university in the western part of Afghanistan. The subjects are English major university students, teachers, and administrators who completed the questionnaires. The results of this study revealed the predominant teaching instruction in composition courses in Afghanistan. Results suggest that this methodology did not equip students with writing skills which would enable them to compose a cohesive and coherent piece of writing. The study also recommends a more effective approach to writing instruction and presents elements of a proposed curriculum / syllabus for the English Department.