Current educational policy developments point to the relevance of individualizing instruction. Accordingly, educators need to rethink their daily practices regarding appropriate feedback. The increased self-regulation of learners creates a tension between instruction and autonomy. How educators position themselves in this context depends, among other factors, on their attitude towards self-regulation and their perspective on individualized instruction. With a focus on both a humanistic and a cognitively-constructivist perspective, Eva Christophel clarifies how attitudes towards self-regulation influence teacher feedback and what role teaching experience plays in this. To this end, she conducts a study that confronts experienced and inexperienced educators with video vignettes of students engaging in self-directed learning processes.