The unpreparedness of some regular classroom teachers of English Language Learners (ELLS) to provide appropriate writing feedback and receive improved professional development to combat low student progress have resulted in researcher debate about how and why teachers provide feedback. Some teachers have become frustrated with writing feedback as misunderstandings and miscommunication abound. Some researchers have suggested that teachers need to be provided with adequate professional development that will provide how-to strategies for writing feedback, and increase cultural connections between the two parties. Therefore, the primary purpose of this qualitative phenomenological case study was to gain teachers' perceptions of the role that ethnic and cultural identities plays and beliefs and practices plays in writing feedback. Furthermore, this qualitative phenomenological case study was designed to explore a minimum of six anonymous K-12 regular education teachers' perceptions of writing feedback for ELLs with two goals in mind: to create better prepared teachers and to create better professional development. Data were gathered from a public school district in the southeast United States consisting of five schools in the 2016-2017 school year where ELLs typically spend most of their instructional day immersed in regular education classes. These teachers answered a questionnaire, participated in semi-structured interviews, and discussed feedback in ELLs' writing samples. Data analysis was completed using NVivo 11 to triangulate data and to merge data into themes which were tied to the research questions. The teachers' responses was transcribed and presented in the form of narratives. The study concluded that there was mostly agreement, but some disagreement between ethnic identity and cultural background and the writing feedback given to ELLs showed mostly congruence but some incongruence of teacher's beliefs and practices in relation to writing feedback for ELLs. Also, professional development is greatly needed and subsequent ideas were generated. Recommendations for pedagogical practice include increasing awareness of cultural diversity, utilizing experienced teachers to maximize feedback strategies, and conducting specific interactive tasks during professional development. Recommendations for future research include examining the topic in more K-12 school settings of various sizes, with additional smaller schools and teacher pools, and with mixed research methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]