The purpose of the study was to explore the practices of teachers’ written feedback on students’ writing at Abrhajira General Secondary and Preparatory school. To attain the purpose, descriptive research design was employed. The target population of the study was grade eleven students and two English language teachers. The total number of students was 163 and teachers were two. 48(30%) students in grade eleven were selected using simple random sampling technique to fill out the questionnaire. Close and open ended questionnaire was used to gather data from student respondents. Semi-structured interview for teachers and document analysis were also employed to triangulate the findings of the questionnaire. The collected data were analyzed using simple descriptive statistics such as frequency and percentage. In addition, the data collected through the interview and document analysis were also analyzed using qualitative methods. The findings of the study indicated that teachers were not properly providing feedback to students as they did not give much attention to teaching writing. The study also showed that teachers did not consider students’ preferences while receiving feedback. The study further showed that teachers were not selective in the types of feedback and focused on surface features of writing than major features of students writing in their feedback. In the proper implementation of teachers’ written feedback, time constrain, large class size, teachers’ poor pedagogical approach, and students’ poor language proficiency were found to be major hindrances. Based on the findings, the researcher recommended that teachers should give due attention to teaching writing so that students can utilize teacher written feedback and improve their writing.