This chapter investigates the development of my feedback literacy as an academic writing teacher. Adopting an analytic autoethnographic approach, I connect my lived experience as a writing teacher with theories and published research in the field of teacher feedback. Since the way teachers learn to give feedback typically evolves organically over time, a reflective approach offers nuanced and complex insights into the development of my feedback literacy. To explore this development,I recalled and reflected on events that I believe contributed to my learning. These events were part of my experience teaching (and learning) academic writing at various universities in Malaysia, New Zealand, and Australia over the past 15 years. My reflection reveals that engaging with feedback from my doctoral supervisors, discussions with colleagues, and a mentor’s comments on my feedback have shaped my feedback literacy. Additionally, my development has been enriched by participating in ongoing self-directed professional development activities, such as reflecting on my experience in giving feedback, reading research on academic writing pedagogy, producing my own research writing and book reviews. I hope that the findings from my study will inform efforts to enhance teachers’ skills in providing feedback on their students’writing.