How students perceive teacher feedback is not a one-size-fits-all matter. This chapter explores how factors like gender, special needs, and educational level can influence how students interpret and respond to teacher feedback in inclusive classroom. Interestingly, girls consistently receive more helpful and encouraging comments than boys, regardless of their academic program. However, students with special needs often find feedback lacking in detail and positivity, highlighting the need for teachers to adapt their communication in inclusive classrooms. The educational level also plays a role, with younger students favoring praise and visual aids, while older students appreciate more personalized and specific feedback, including verbal praise and even constructive criticism. Providing detailed and encouraging feedback to students with special needs becomes crucial, while offering opportunities for discussion and utilizing verbal feedback prove impactful for higher education students. To optimize the effectiveness of feedback and support all learners, future research should investigate deeper into how specific student characteristics and contextual factors influence their interpretations. Ultimately, understanding how students perceive feedback can empower teachers to adapt their approach and maximize its potential to support learning and growth.