drafts The main objective of this study was to investigate the teachers’ practices and students’ preference to written feedback at Hiddasie Chagni Secondary school. To attain the purpose, a descriptive research method was employed. The participants of the study were all grade 9 students and all Grade 9 English language teachers in 2009 E.c. Close and open ended questionnaires were used to gather data from the participants. Interview and text analysis on teachers’ written feedback on students’ written paragraph were employed to triangulate the findings of the questionnaires. The collected data were analyzed using descriptive survey statistics, frequency, mean and percentage. The study showed that there were mismatches not only between what teachers reported and what they actually provided but also between teachers' feedback practice and students' preferences. The study also showed that teachers provided feedback after students had completed their work, however, over half (56.25%) students preferred to get this feedback in the earlier drafts and after the final ones. Feedback analysis indicated that teachers focused on form than on organization and content. The study also revealed that most teachers employed direct correction over indirect correction. Based on the findings, the researcher suggested that teachers need to take into account learners' preferences in written feedback, employ a range of direct and indirect error feedback strategies, focus on both form and content aspects of students' writing, discus openly with students about feedback, give praise and advisory criticism side by side and encourage students to write multiple.