Though many studies have been done on the teaching of writing, very few were done on business writing. Literary reviews made by the researchers showed that even fewer teachers have attempted to teach Business Writing using an online collaborative writing tool. Thus, a qualitative study was carried out on teachers at the Engineering Campus of Universiti Sains Malaysia to assess the effectiveness of using wiki (Moodle) as a writing tool. This paper describes how students were taught to write company profiles and business reports in a blended learning environment. Teachers were interviewed, audio and video-taped during Business English lessons to offer a closer look at the interactions between teachers and students. Data collected from the interviews were transcribed and analyzed qualitatively. The analysis of the data shows that besides knowledge of subject matter, teachers’ computer literacy was an important factor in ensuring successful implementation of this approach. Once both teachers and students had overcome the initial hurdles, they were able to enjoy the many benefits of using wiki as a writing tool. Peer reviews and teacher feedback were also found to be effective in helping students improve their drafts before they submitted the final drafts for evaluation. Teaching and learning had extended beyond the classroom as they were no longer restricted by time and space. More importantly, other than improving students’ language skills, the teachers found that the students were motivated, self-directed and acquired greater social skills as they learned to work collaboratively.