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Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in education-based programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines