Many young students experience difficulties mastering writing, and are designated as students struggling with writing. Teacher feedback on writing is an educational tool suited to address this challenge, playing a pivotal role in promoting student proficiency in writing. The current study tests a writing intervention plus teacher feedback, over the course of 12 weeks. A quasi-experimental design with repeated measures was designed to test it. Aims were twofold: (a) identify emerging approach profiles of students struggling with writing to teacher feedback (i.e., perception and reported use of the feedback provided by a teacher), and (b) examine the extent to which different emerging feedback approach profiles are related to the writing quality of students' compositions and motivational variables (i.e., self-regulation in writing and attitude towards writing). Forty-five students in Grade 3, identified as students struggling with writing, participated in this study. Using a cluster analysis, three profiles were identified as follows: low, medium and high feedback approach profile. Findings showed that the majority of students were able to use the feedback provided by their teacher, perceiving it as useful in improving their writing compositions. Independent of the feedback approach profile, all students evidenced enhanced writing quality during the intervention. Regarding self-regulation in writing and attitude towards writing, no statistically significant differences were found over the intervention. Implications of teacher feedback on writing of students struggling with writing are discussed.