At the crossroads of our prior research on prospective teachers' feedback to mathematics-learners and our mathematics teacher educator feedback practices, we study written feedback as part of relational practice. Using self-study methodology and an analysis of our narratives and conversations about written feedback, we identified factors that frame and motivate our written feedback. We argue that, assuming the central goal of teacher education is the development of relational practice, written feedback should support prospective mathematics teachers' skills and knowledge relevant to tasks involved in teaching mathematics and extend prospective teachers' views of mathematics teaching and learning by drawing on their experiences, insecurities, problems, and views of mathematics teaching and learning. [For complete proceedings, see ED581294.]