Written corrective feedback (CF) in language teaching has a volatile history of imposition, rejection, and anywhere in between. In Bangladesh, Communicative Language Teaching (CLT) has been the officially sanctioned language teaching method for over two decades. In theory, written CF based on CLT principles is to be minimally used and more learner-centered. Thus, this qualitative study – by conducting semi-structured interviews with eight students from five Bangladeshi private universities – examines how written CF is reported to be provided, contrasts the findings with the theoretical basis of CLT, and then identifies the attitudes and preferences of the participants regarding written CF. Data analysis involved analyzing Ellis’ (2009) types and strategies of written CF. Findings revealed that written CF at Bangladeshi private universities is not considered CLT-oriented, but that students generally have positive attitudes toward written CF. Due to time constraints, minimal, focused, and direct feedback is given, and most students are sympathetic to the impracticality of receiving more comprehensive feedback, but would still prefer more thorough CF for improvement. Little support was found regarding metalinguistic feedback, but electronic feedback looks to be most promising, especially as digitalization increases.