This study investigates the efficacy of direct, indirect, and peer feedback techniques in improving EFL students’ writing at Mizan Tepi University. A total of 100 first- and second-year undergraduate students were selected through availability sampling, along with nine experienced EFL instructors chosen based on their expertise in teaching writing. Data were gathered using questionnaires, semi-structured interviews, and classroom observations to examine perceptions, preferences, and the impact of each feedback method. The findings reveal that both students and teachers consider direct feedback the most beneficial, as it offers clear corrections, allowing learners to quickly identify and fix grammatical and structural errors. Indirect feedback, while requiring more effort from students, promotes independent learning by encouraging self-correction and deeper engagement with writing. In contrast, peer feedback is seen as less reliable due to students' difficulties in providing accurate and constructive evaluations, as well as their hesitation in assessing peers’ work. The study highlights the importance of aligning feedback approaches with students' skill levels and writing objectives. Additionally, it highlights the need for structured peer feedback training to enhance students' ability to critically review and improve their writing.