Feedback is a process that fosters student learning, which is often quantitatively assessed through the final grade obtained at the end of each semester. It is essential to acknowledge that this evaluation system does not focus on the potential knowledge acquired during the learning process, but instead on the progress made through the application of various strategies. This paper explores the potential dimensions of teachers’ perceptions of feedback. The study involved a sample of 20 teachers from schools located in Comas. In-depth interviews were conducted using semi-structured interview guides as the main instrument. Results indicate that the dimensions of feedback perception include: teaching, self-assessment, improvement, formative and social evaluation, student autonomy, teaching strategies, student performance, learning, motivation, learning techniques, and learning from mistakes. Consequently, it was determined that teachers’ perceptions of feedback are favorable, as it contributes positively to student learning.