This study aims to explore how teacher’s respond to teacher’s written response to their writing. This topic is an under-researched area, and there has been little empirical research focused on students’ response to teacher’s response. Therefore this study surveyed of students’ perceptions of teacher’s written comments to their written text and attitudes toward teacher’s written comments. Quantitative data was collected through questionnaires and Qualitative data was collected through open-ended items in questionnaires and interviews. 28 students in the fourth grade in the elementary school located Gyeonggi-do participated in filling in the questionnaires and their homeroom teacher was interviewed using e-mail and telephone. The results of survey indicate that most students showed positive attitudes toward teacher’s feedback and role of teacher as a reader. Most students reported that they revised their drafts according to teacher’s written responses. They have perceived that teacher’s comments were helpful for them to revise their writing. This research gives us a great deal of insight into what our students want when we respond to their writing. The majority of students wanted to receive praise and suggestion for revising from their teacher. Although there were few students, they wanted their teacher to show empathy and interest with their texts.