This study aims to examine the effectiveness of the Canva application (X1) and the Project-Based Learning (PBL) model (X2) in improving students’ procedural text writing skills (Y) among Year 11 students at SMA Negeri 10 Sidrap. A quantitative quasi-experimental design was employed, involving two groups: a control group taught conventionally and an experimental group taught using Canva integrated with PBL. The population consisted of 65 students divided into two classes: 33 in the experimental group and 32 in the control group. Data were collected through tests, observations, questionnaires, and documentation, analysed using IBM SPSS with the N-Gain Score formula. Results showed that the experimental group achieved a higher average N-Gain (0.80 or 78.26%) compared to the control group (0.24 or 24.19%), indicating significant improvement. Furthermore, classroom observation revealed a high level of student engagement (over 87%) and positive perception (over 93%) towards learning activities, Canva use, and project implementation. The findings conclude that integrating Canva and PBL significantly enhances both the learning outcomes and engagement of students in writing procedural texts. It is recommended that educators adopt this approach to foster students’ writing competence and digital literacy.