Corrective feedback has been mainly studied as a teaching resource in SLA. The present study examined the notion of corrective feedback as a learning resource among Iranian language learners. To this end, Ashford’s (1986) model of feedback-seeking behavior, Dweck’s (1999) mindsets, and Dornyei's model of L2MSS (2005) were employed in the context of language learning. Questionnaire data from 577 Iranian university students (361 males, 216 females) indicated that learners made conscious decisions regarding whether to seek feedback, from what source, and by what method. The decisions about feedback seeking strategies had meaningful relationships with the learners' mindsets and motivation types. The results indicated that learners with a growth mindset and ideal L2 self sought feedback through both monitoring and inquiry methods. Learners with a fixed mindset and ought-to L2 self were more inclined to inquiry methods, with the exception that learners with ought-to L2 self only sought feedback from others. Learners with high L2 learning experience tended to receive feedback from all possible sources. Furthermore, the probable mediating role of L2MSS in the relationship between mindsets and FSB was investigated, exhibiting only partial mediating role in this relationship. These results can be used to enhance learners' perception of their mindsets and encourage teachers to use more appropriate comments. Keywords: Corrective feedback; Feedback-seeking behavior; Motivation; L2 Motivational self system; Mindsets