Background <p>Corrective feedback is information provided to individuals or groups regarding how their behavior, actions, style, or strategies are perceived by others. While existing research focuses mainly on language learners, studies exploring instructors’ perspectives are limited. This study aims to explore instructors’ perceptions and practices of providing corrective feedback at Mekelle University College of Health Sciences, Tigray-Ethiopia, during 2023/24.</p> Methods <p>The study was conducted at Mekelle University College of Health Sciences in Northern Ethiopia using a phenomenological approach and purposive sampling. Participants were selected based on their teaching experience and academic rank. Data was collected through three focus group discussions (18 participants) and seven key informant interviews, guided by open-ended questions, continuing until saturation. Audio recordings and notes were transcribed verbatim and translated into English. Codebooks and definitions were created, coded using Atlas-ti8, and analyzed thematically.</p> Results <p>Twenty-five instructors participated. The instructors believed that they have knowledge on corrective feedback and identified key qualities such as being timely, positive, and constructive. They provided immediate, oral feedback during classroom and practical sessions. However, there was a notable gap in delivering feedback following formative assessments like final exams.</p> Conclusions <p>The study achieved its objective of exploring instructors’ perceptions and practices of corrective feedback at Mekelle University College of Health Sciences. Instructors were found to provide feedback mainly during continuous assessments, demonstrating positive attitudes toward corrective feedback but limited consistency after summative evaluations. Strengthening monitoring mechanisms and providing targeted training are recommended to enhance the effectiveness and sustainability of feedback practices.</p>