Within the communicative framework of language teaching, the skill of writing enjoys special status. The process of writing has always been recognized as a demanding task. However, literature suggests that learners perform differently when they write in different rhetorical modes (Nemati, 2003; Wong, 2005). Therefore, rhetorical mode of writing is a factor which may affect writing performance. On the other hand, learners have individual differences which affect the way they learn and perform in the classroom. Among the various aspects of the notion of individual differences, personality is of great concern. Considering the importance of the role of writing skill in second language acquisition along with the effect of rhetorical modes on it and its potential relationship to personality, the present study was an attempt to investigate the relationship between writing performance in different rhetorical modes and personality types of Iranian EFL learners. The data were obtained from a sample of 45 students studying at Islamic Azad university of Ghaemshahr. They were asked to write in two different rhetorical modes, namely narrative and argumentative. The selection of these two modes was not made in random. Literature suggests that narrative is the easiest mode of writing while argumentative is the most difficult one. The 90 papers were scored by two raters using the Jacobs, Zinkgraft, Wormuth,  Hartfield and Hushey's (1981) profile. The participants' personality types were determined  by the 93 item, Persian version of the MBTI questionnaire. After the data collection process, Point multiserial correlation was run to see if there is any relationship between the variables. It was found that there is no relationship between the Iranian EFL learners' writing performance in different rhetorical modes and their personality types. The findings of this study has implications for second language teachers, task based syllabus designers and language testers.