Encouraging students to self- regulate their learning in relation to 'race' issues would appear to be pertinent to a profession that promotes life- long learning and holds values of self- determination and respect for the individual at its core. This study examined the written feedback students received in relation to key assignments in years two and three of a social work degree programme. The findings suggest that feedback is seldom used in a way that might enhance students understanding of racism and anti- racist practice, then it does not appear to be a result of the written feedback from tutors and practice teachers. Given the importance of feedback in helping students to self- regulate and develop their learning, it may be useful to adopt a more participated approach.