For students to benefit from teacher feedback, either in the short term to improve a draft or in the long term to improve as writers, students need to engage with the feedback (Lira-Gonzales et al., 2021; Zhang & K. Hyland, 2018). Thus, simply receiving feedback is not sufficient to improving student writing; students need to be invested enough in the process of improving their writing to read and implement it. Some students do not engage with teacher feedback due to affective factors (Mahfoodh, 2017). If students have strong emotional reactions to teacher feedback, or if the feedback contradicts their attitudes, beliefs, or goals, students may disengage from it (F. Hyland, 2003; Storch & Wigglesworth, 2010). It is important, therefore, for teachers to acknowledge and respect the emotional labor of receiving feedback while helping students develop or refine positive emotional reactions to teacher feedback. In this teaching tip, the author provides suggestions for preparing students to receive feedback by debriefing their past positive and negative experiences with feedback and encouraging positive future reactions.