This research was aimed to study students' perceptions of written corrective feedback (WCF) and their preferences about WCF at secondary level. Descriptive research design of quantitative approach was used. 1000 (500 boys and 500 girls) students of grade IX were participated in the study and selected from 60 schools (30 public and 30 private) by using two stage cluster stratified random sampling technique. A self-developed questionnaire was used to collect data. The validity of the questionnaire was checked by taking opinion of three experts and the reliability of the instrument was Cronbach's Alpha=0.763. Data was analyzed by using mean, standard deviation and independent samples t-test. The results of students' perceptions showed that students find their teachers' WCF helpful in noticing their errors in writing and help them to improve their performance in English. Moreover, majority of students prefer that their teachers should give a clue about errors and do not correct them. It is suggested that teachers may keep students' views and preferences in mind while giving WCF to students on their writing to make it useful for them.