This study was undertaken with the aim of investigating the practice of EFL teachers written feedback provision and students’ preferences on writing. In doing so, descriptive survey design that employed mixed methods approach of data collection and analysis was employed. Data for the study were collected from 162 students through questionnaire and from three teachers and 5 students through interview. What is more thirty students’ papers containing teachers’ feedback were analyzed. Students had favorable preference to teacher written feedback. The results also revealed discrepancies between teachers’ feedback practices and students' preferences regarding teachers' written feedback. It also showed that students wanted more written feedback from their teachers, though most teachers didn't prioritize written feedback. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students were interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjunction are also discussed in the study. Moreover, the results of the study revealed that shortage of time, weak language proficiency of students, students inability to understand correction codes, the difficult nature of text book organization, repetition of students error, examination culture, lack of teachers' training concerning feedback were the major problems EFL teachers face regarding giving feedback on students writing. The study concludes that it is important for teachers to be aware of students need and expectation regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback