This study explores EFL students' perceptions of teacher feedback on their writing and the challenges they face in understanding and applying it. A quantitative research design was adopted to achieve this study's aims. The participants comprised 30 EFL students enrolled in the fifth and sixth semesters at the English Language Department, University of Zawia, who were selected using a convenience sampling technique. Data were collected through a structured questionnaire consisting of 11 items, covering students' preferences, emotional reactions, and difficulties with feedback. The collected data were analyzed using descriptive statistics, with responses converted into percentages and frequencies. The main findings reveal that most students perceive feedback as helpful for improving clarity and organization, and that positive and encouraging feedback significantly increases their motivation. However, unclear or general comments were found to be confusing, and students identified knowing how to apply corrections as their greatest challenge. Based on the findings of this study, some recommendations are offered at the end of this paper, including the need for teachers to provide clear, specific, and encouraging feedback with explicit guidance on implementation......................... Keywords:...................... teacher feedback, EFL writing, student perceptions, motivation, feedback challenges.