Computer-Assisted Language Learning (CALL) has evolved into an integral part of today's classrooms as a direct result of technological advancements. One of the most remarkable outcomes of CALL is the widespread use of Computer-Mediated Feedback (CMF) in classrooms. Notwithstanding that the previous studies have offered an insight into CMF, it has been noticed that the role of teachers in its implementation has received very little attention in the literature. However, the attitudes of teachers have a key role in determining the efficacy of the materials, techniques, and processes that are integrated into instruction. In view of the aforementioned, in this mixed-method research study including 48 participants, the attitudes of English as a Foreign Language (EFL) teacher toward CMF are examined, and the underlying factors are identified. The correlation between academic theory and practise is also analyzed. The findings of this research, which were obtained via Statistical Packages for the Social Sciences (SPSS) Version 26.0 and NVivo, have revealed that the vast majority of teachers have favourable attitudes toward CMF. However, traditional feedback is prioritised over CMF for a variety of reasons. This suggests that the attitudes espoused by teachers are not consistent with their teaching practicum experiences.