The aim of this study is to examine how beliefs about writing are expressed in Swedish teachers’ feedback on student writing. Drawing upon Roz Ivanič’s framework of discourses of writing and learning to write, this study highlights discourses of writing appearing in Swedish teachers’ written feedback on student texts in upper secondary school. Furthermore, the study aims to examine to what extent the different discourses appear. Written feedback provided by two Swedish teachers was analyzed and categorized using Ivanič’ framework. The results show that a skills- creativity- process- genre- and social practices discourse could all be identified in the feedback, with the skills- process- and genre discourse appearing most prominently. A discourse for thinking and learning as well as a socio-political discourse were both absent in the analyzed material. The conclusions drawn point to the importance of teachers’ awareness of how their practices can affect their ability to provide a comprehensive teaching of writing.