This study aims to explore various feedback practices in English language learning at the junior high school level in Islamic boarding schools. Feedback plays an important role in improving students' understanding and engagement, but implementation still faces challenges such as low motivation and lack of strategies used by teacher. While many studies have addressed general feedback, research specifically highlighting feedback practices in students understanding and engagement within boarding school-based educational environments remains limited. This study employs a qualitative approach with a case study research design. Data were collected through in-depth interviews and observations of English language instruction in the 9th grade class at Al-Munawwir Gringsing junior high school in the 2024/2025 academic year. The findings showed that teacher used various types of feedback, including teacher feedback (verbal and written), collaborative feedback, self-feedback, and peer feedback. These strategies are tailored to the needs and conditions of the students. Challenges include low student motivation, limited resources, and language barriers. Despite these challenges, feedback has proven to enhance student engagement and promote deeper understanding. These findings are expected to provide practical insights for teachers in selecting and implementing more effective feedback strategies in English language classroom.