The aim of the present paper is to assess the effect of the jigsaw and conventional cluster techniques on achievement and attitude in Turkish written expression in primary school. The sampling of this study is composed of 61 8th grade students studying in two different classes of a primary school in Turkey in 2009-2010. One of the classes has been randomly selected as a control group (N=31) in which the conventional cluster technique is used, while the other is the experimental group (N=30) in which the jigsaw technique is used. The data related to the students' attitudes toward written expression have been collected using an Attitude Scale for Written Expression (ASWE) as a pre-test and a post-test, while their academic achievement in written expression has been evaluated by using the Achievement Test of Written Expression (ATWE), and the results have been analyzed. As a result of the statistical analysis, a significant difference has been determined between control and experimental groups, in terms of attitude, academic achievement and retention in favor of the jigsaw technique.