Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in-depth semi-structured interviews with a purposive sample of award-winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self-regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.