There have been few studies that address the attitudes and experiences of students in college developmental writing courses regarding feedback they receive on their writing. Similarly, there have been even fewer studies that focus on college developmental writing instructors' experiences providing feedback to students. This study explored the attitudes of students towards receiving instructor feedback in developmental writing as well as the experiences of instructors providing feedback to their students in developmental writing. The participants of this convergent mixed methods study consisted of 158 college developmental writing students from a private university and four of their instructors. Through an exploratory factor analysis this study examined patterns from a set of correlations regarding student attitudes about feedback in developmental writing. In addition, this study provided common themes across instructors' experiences regarding providing feedback. Overall, the type of feedback provided was important to both students and teachers; and, both groups believed that when provided frequently through a combination of verbal and written methods, feedback is beneficial to improving student writing. In addition, developmental writing instructors felt that feedback must be differentiated, individualized, and customized to best meet the needs of the diverse developmental education students in their classes. Through this differentiated feedback process the teachers also engaged in reflective practice and became more aware of their pedagogical and content-based instructional approaches and strategies. Findings of this study illuminate strengths and gaps regarding developmental education curriculum and instruction, and inform curriculum development, assessment, instructional strategies, and strategies for teaching college success skills in developmental writing to promote academic success in underprepared students.