This paper reports a discriptive study to enquire into English as a Foreign Language (EFL) K-12 teachers perceive about benefits and challenges of written feedback by questioning in writing. This paper draws on data collected as part of a larger project including semi-structured interviews. The findings reveal that teachers held positive perceptions about the impact of written feedback by questioning in writing. However, they also perceived several drawbacks when using the technique. Based on the results of this study, suggestions are shared with teachers and students who will apply this method in the process of teaching and learning English in the future.