Despite the growing linguistic diversity of students in today's community college writing classes, there has been little research on the unique problems that instructors face when students from differing second linguistic and cultural backgrounds populate the same classrooms. This study explores the extent to which four community college writing instructors differentiate their feedback in such classes. Data included instructor feedback collected from students' essays, interviews with instructors, and classroom observations. Findings demonstrate that while instructors believed an understanding of individual students' needs should guide feedback practices, actual feedback patterns varied across groups--thus highlighting the complexity of providing feedback in heterogeneous classes. (Contains 3 tables.)