This study is to survey teachers’ experience and perception on responding to student writing. Responding differ from evaluating and correcting. Responding to student writing means that the teacher says something on what students have done. Our writing classroom, the number of students in the class, and workableness considered, written comments are more efficient. Teachers’ appropriate response can provide positive writing experience to students. Thus this survey asks teachers how they respond to student writing and how they think and perceive about responding to student writing. This study surveyed 151 teachers on 15 elementary schools in Gyeonggi-do from June 9 through June 19, 2009. This survey asked about experience of responding to student writing; degree and difficulty of responding, cause of difficulty, form and way of responding, contents of comments. And This survey asked about perception of responding to student writing; type of writing that need, contents of helpful response, responding, the matters of correcting student’s mistake, appropriate moment of responding, caution of responding, way of responding according to genre and level of student writing, and effectiveness of responding. The results of survey provide basic information to establish a theory on how teachers respond to student writing appropriately.