Ensuring the practice of providing feedback to learners' work in different strata of education is a challenging one. The number of researches in this issue identifying the factors that hinder feedback culture in education is still not adequate. Hence, the main objective of this review work is to pinpoint the most commonly studied feedback factors that influence learners' performance. These feedback factors have been discussed based on a critical analysis of research papers published mostly during the last two decades. The results indicate that feedback to learners' work boosts up their learning if provided following right procedures. The findings also show that four factors are obstacles in the way to implementing the wholesome practice of feedback in educational institutions: teachers' unusual workload, lack of institutional directives, absence of appropriate training of teachers on feedback related pedagogy and to some extent teachers' negligence to their duties. The article bears significant insights for the policy makers, teachers and other relevant stakeholders.