This study examined how Korean writing teachers view their writing feedback practice, focusing primarily on writing teachers’ perceptions, experiences, and perceived difficulties regarding writing feedback process. The sixteen-week study employed a narrative case study involving writing teachers’ in-depth interviews, their reflective journal diary, and students’ writing drafts. Overall, the findings showed that teachers perceived their writing feedback process as interactive communication tools, which helped them have a clearer picture of students’ needs, levels, and capabilities. In addition, writing feedback practice enabled teachers to gain pedagogical learning by reflecting their feedback process, and eventually leading to shaping further feedback practice. The interview data also pointed to teachers’ concerns and difficulties arisen from their feedback process: (i) frustration with students’ same errors; (ii) inactive participation of low-level students in feedback process; and (iii) dilemma between a feedback giver and a grader. This study suggested the need for further work in order to maximize reciprocal benefits to teachers and students through writing feedback process. To achieve this, representative samples and various data collection methods are recommended to listen to more teachers’ voices and yield deeper insight into writing teachers’ feedback process.