This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of four feedback scenarios in which level of face threat mitigation and instructor age and status were manipulated. Student grade orientation and state feedback apprehension were measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that state feedback apprehension predicts self-efficacy for learning and perceived emotional support from the instructor. Grade orientation predicted self-efficacy for learning but did not significantly predict perceived emotional support from the instructor providing feedback. Finally, scenarios manipulated for instructor age and status did not significantly differ in self-efficacy for learning or perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student-instructor communication are discussed.