Although feedback researchers generally advocate a selective, focused written corrective feedback (FWCF) approach, a large number of second language writing teachers in school contexts still respond to written errors in an unfocused manner. Much of existing written corrective feedback (WCF) research is conducted in experimental classrooms, and hence there is a lack of information in current WCF research that can guide teachers’ actual practice of FWCF in real classroom contexts. To fill this gap, the present study aims to find out teachers’ common concerns or questions about FWCF and, based on such information, offers practical suggestions to help teachers come to grips with implementing FWCF in their own contexts. A total of 90 Hong Kong English teachers were surveyed online about their questions and concerns regarding FWCF. The findings reveal three main areas of concern pertaining to the rationale, efficacy, and outcome of FWCF, its practical implementation, and the perceptions of key stakeholders. The article provides answers to teachers’ frequently asked questions about FWCF and concludes with implications for classroom practice, teacher education, and future research.