This study tried to define the feedback strategies of social sciences teachers and their opinions about the content of the feedback. The study was carried out with phenomenological design which is one of the ways of qualitative research methods. The data that was collected by semi-structured interview form for the research was provided through descriptive analysis. The study was administered to 33 social sciences teachers at secondary schools in Trabzon province. As a result, it was determined that the teachers give feedbacks both verbally and written with a positive attitude. Moreover, the feedbacks were provided individually. They give their feedbacks both at the beginning and at the end of the class, and they use the progressive rating key in the process of feedback. Eventually, it was found out that teachers give feedback regularly and these feedbacks are reaching to children through the right evaluation function. As a result, it was also seen that teachers consider the capacity of each child while they give feedbacks to them openly.