The purpose of this study was to find the relationships among teachers’ conception of students’ writing intelligence, teacher care, and teacher feedback and also teacher care and teacher feedback with students’ writing motivation in the realm of English Language Teaching (ELT). To this aim, four scales were developed to measure the aforementioned constructs. The participants consisted of 60 English as a Foreign Language (EFL) teachers and their 200 students who were learning English in private language institutes. The correlations among these scales and their subscales were investigated. The findings suggested that the Confirmatory Factor Analysis (CFA) model of teachers’ conception of students’ writing intelligence, i.e. modularity, increasability, and applied ELT, are associated with the nature of teacher writing feedback and care. Moreover, the results revealed that teachers’ conceptions of students’ writing intelligence significantly affect how they evaluate their students (p .05). Multiple regression results showed that the incremental theory of writing intelligence (the belief that writing intelligence is dynamic and can grow through effort and experience) significantly and positively predicted the teachers’ writing feedback and teacher care, Moreover, the incremental theory of writing intelligence, but not the entity theory of writing intelligence, was indirectly a statistically significant predictor of students’ writing motivation. In the end, implications were provided in the context of teaching. Key words: writing intelligence, teacher feedback, teacher care, writing motivation