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This study investigated the effects of time onL2 writing quality and learners’ use of writing strategiesthroughout the entire writing process. The analysisinvolved 69 Korean undergraduates’ writing strategyquestionnaires, retrospective interviews, and writingassignments, all of which were evaluated according totimed (in-class) and untimed (out-of-class) conditions. Theresults demonstrated that depending on time allotments,there were significant differences in learners’ use of sevencategories of writing strategies in the three stages of thewriting process by skilled and less-skilled groups. Forexample, this study found that even less-skilled writersused metacognitive strategies, or so-called ‘‘advanced’’strategies, more often in the untimed condition than in thetimed condition, revealing the role of contextual factors inthe activation of writing strategies. Moreover, time wasfound to be one of the most influential factors in predictingthe quality of writing. Despite its exploratory nature, thisstudy provides significant insights into the mutual interplaybetween time and strategy deployment given the dearth ofresearch in this area