Little is known about feedback practices and the reasoning behind grammar feedback in English as a foreign language (EFL) teacher education. This article presents a study based on the interview data of 12 experienced EFL lecturers in Norway. The analysis suggests that the lecturers predominantly use metalinguistic and indirect feedback, while global, focused, oral and elicitative feedback are used far less. Their strategy choices are influenced by multifaceted personal and contextual factors. The personal factors are negative beliefs about elicitations and positive beliefs about metalanguage and autonomy-promoting strategies. The contextual factors include feedback-providing and feedback-receiving situations, formal and informal contexts and the use of common marking code systems. This study contributes to the discussions about how context-dependent and personal factors can shape and improve grammar feedback practices in teacher education. As such, this study highlights a clear need for best practice recommendations specific to EFL writing teacher education.