This experimental study aimed to use a collocational approach to teaching Taiwanese college low-achieving learners in an EFL writing classroom. It lasted for 12 weeks. Thirty-eight students who attended a college in the northern part of Taiwan participated in the study. Of them, 18 students were placed in the experimental group, and 20 students were placed in the control group. Five articles were chosen by 33 college freshmen with similar language proficiency to the subjects of the present study as the teaching materials. The instruments include two questionnaires (closed and open-ended), five tests (a GEPT test, a phrases-identifying test, a word-form recognizing test, and two collocation translation tests). A coding process and an inductive approach were employed to analyze the qualitative data. A paired sample t-test and a Pearson’s correlation coefficient were used to analyze the quantitative data collected. The results of the study indicated that: (1) EFL low-achieving learners’ awareness of collocations has been enhanced, (2) the instruction of word classes facilitates students’ collocations learning, (3) collocation dictionaries and online corpora are good sources of instructional materials for teaching collocations, (4) chunk-for-chunk translation can benefit students’ learning of collocations, (5) noticing of collocations does not necessarily mean acquisition of them, and (6) teachers should possess knowledge of collocations. In sum, using the collocational approach to raising Taiwanese college low-achieving learners’ awareness of collocations seemed feasible; however, there is still a distance between their noticing of the collocations and the acquisition of them. For future studies, this collocational approach should be applied to intermediate and advanced level of learners, and more technological devices useful for advancing learners’ knowledge of collocations should be explored.