Feedback from teachers is critical for student academic success, but is all feedback created equal? Within this critical participatory action research study, a teacher and her students in ninth-grade English language arts (ELA) classes in a suburban high school endeavored to transform their mindsets and practices related to giving, receiving, and implementing feedback through a culturally responsive approach known as wise feedback. Through effective, targeted feedback like wise feedback, all students can build their self-efficacy by knowing how to improve their work through the guidance and support of their teachers. Building teacher self-efficacy in providing wise feedback is critical to the implementation of wise feedback. The convergent mixed methods critical participatory action research study collected data through surveys from me and my students related to self-efficacy. A weekly reflection journal by me compiled qualitative data related to providing wise feedback from the teacher's perspective. Data analysis examined how ninth-grade ELA student self-efficacy was impacted by wise feedback over time. Data analysis also examined how my self-efficacy was impacted by implementing the practice of wise feedback. Finally, data analysis examined my perceptions of the impact of wise feedback on her ninth-grade ELA classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]