Management educators understand the importance of providing feedback to students, but are they capable of providing effective feedback? Several laboratory and classroom studies have examined different types of feedback and their effectiveness, but we recommend examining normative feedback practices among instructors. This article presents a brief review of best practices for constructing instructor-delivered student feedback and considers the problems that instructors face when providing such feedback. We suggest that management instructors utilize template feedback, a semi-individualized approach, in order to reduce grading time. We discuss how future research should examine whether instructors understand the complexities of feedback, how feedback affects student performance, and whether a semi-individualized approach is an effective method of delivering feedback.