The importance of feedback is widely acknowledged. And many studies have investigated the effect of providing feedback to students whether in the form of written commentary, error corrections. Much has been said about the significant role of the teacher. Although, comprehensive researches are rare for pre-service Teachers’s education. Thus, the present study investigated the pre-service Teachers’s feedback. To examine the pre-service Korean teacher’ cognitions and attitudes of the giving feedback on student writing, this article attempt to mixed methods. Data were collected from the 57 pre-service Teachers who are attending Teachers College(N=570). The research found that “how”and “what”of feedback, the findings are discussed with the results. The feedback comments are concentrated in the instructional comments and attention comments. And one of the most salient findings types of teacher’ attitudes are assessor and advisor. The Finding show that, pre-service Korean teacher are very conscious of the potential feedback has for developing the ways students writing.