Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley’s model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers’ fourth-grade social studies classrooms. Results showed teachers primarily repeated students’ answers (39.8%), followed by providing positive feedback (32.2%), praise (15.6%), and corrective feedback (11.8%). Most feedback was directed at the task. Teachers rarely provided combined positive and corrective feedback (0.5%) and infrequently directed feedback at the process or students’ self-regulation. These findings suggest teachers would benefit from support in providing effective feedback that is specific and supports students’ use of learning strategies and self-regulatory behavior. Implications for preservice and in-service teacher training related to providing effective feedback are discussed.