Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course? A qualitative study conducted with 14 instructors who teach hybrid writing courses at a large state university reveals how they navigated a series of choices about providing feedback on student writing. This study shows that instructional modality, the use of a learning management system (LMS), and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on low-stakes work. While there is an emerging sense of thoughtful and critical decision-making around types of feedback and modality, this study finds that instructors do not yet have an integrated strategy when using an LMS to provide feedback in hybrid courses.