Effective feedback plays a great role in the teaching-learning process and learners' performance. This becomes possible when teachers have positive perception regarding feedback and practice it very well. Therefore, the purpose of the study was to assess primary schools teachers' perception and practice of feedback. To achieve this purpose, concurrent parallel mixed methods design was used and 61 teachers were participated in the study. Questionnaire, semi-structured interview and document review were used to collect quantitative and qualitative data. Quantitative and qualitative data analysis techniques were used. The result showed that the majority of teacher's perception and practice of feedback to improve students learning was good (they provide immediate feedback). But, there are gaps in using feedback as learning purpose rather than for judgment. Thus, even if teachers have good perception and practice, the use of feedback for learning purpose is overlooked. Therefore, training teachers regarding the use and provision of effective feedback is the main task of the schools and education office experts at the regional and national level.