The present study aimed to find out if Genre-Based Writing Instruction had an effect on pre-service English teachers' foreign language writing anxiety levels. The research setting was a compulsory English Literature course in an English Language Teaching (ELT) department, in which a writing module adopting a Genre-Based Approach was integrated with the aim of teaching the literary analysis essay as a genre. The participants of the study were 78 2nd year undergraduate students of ELT who were taking the course. The study employed an Embedded Mixed Methods Design and writing anxiety was measured by means of the Second Language Writing Anxiety Inventory (Cheng, 2004). 3 measurements before (Week 1), during (Week 7) and after (Week 12) the intervention were taken from the participants for comparisons. The perceptions of the participants were also sought for by means of interview sessions. The perceptions of the participants were also sought for by means of interview sessions. Since the quantitative data was found to have been both normally distributed and spherical, a One-Way Repeated Measures of ANOVA was administered to reveal if there was any change in the writing anxiety levels of the participants. Pairwise comparisons were made by means of the Bonferroni Post Hoc criterion. The findings showed that the Genre-Based writing module may have had an effect on the writing anxiety levels of the participants and Genre-Based Writing Instruction can be an effective tool to promote positive psychology among pre-service English teachers.