Providing timely and helpful writing feedback for student writers, especially those at the middle and high school level, can present an unwieldy challenge for teachers. Yet, feedback is necessary for students' growth as writers. There is an increased interest and use of automatic writing programs to provide students with writing feedback. However, little is known about students' perception of such feedback. This study examined the experiences of an eighth-grade class (n = 21) focusing on the experiences of one case study student representative of the class findings. Findings showed the automated essay scoring (AES) feedback did offer the student revision and editing assistance, yet the student articulated her the need to have teacher feedback to guide her understanding of the AES reports and about aspects of writing not available on the reports. Also addressed are considerations and cautions about using such programs.