Teachers spend tremendous amounts of time giving students feedback and grades. Their efforts fill weekends, late nights, and planning periods. The time they spend correcting student misconceptions, engaging with their thoughts, and coaching them toward deeper intellectual work is often deeply intertwined with their identity as educators. In their work as teachers and teacher leaders in secondary schools, Andrew Housiaux and Bowman Dickson have found four durable misconceptions about feedback that, in turn, suggest alternate moves teachers can make that are grounded in the research literature (Dickson & Housiaux, 2021). This article examines these misconceptions.