This cross-case analysis of three distinct letter writing activities between prospective teachers (PTs) and K-12 learners provides insights into PTs' levels of feedback according to Hattie and Timperley's (2007) framework. PTs' written feedback from letter writing activities conducted in teacher preparation programs were analyzed using this framework in order to describe feedback provided to K-12 learners by PTs. Crossing the borders of programs at three different U. S. universities, elementary and secondary teacher preparation, and elementary, middle, and high school learners, evidence indicates that PTs provided feedback focused on self, task, and process but rarely on self regulation. Further, they did not adequately address incorrect answers and redirected student thinking as often as building on student thinking. Recommendations for teacher preparation activities that address the development of feedback practices are provided. [For the complete proceedings, see ED583608.]