The study investigated the influence of gender and years of teaching experience on the use of specific feedback mechanism among Primary Schools teachers in Egor Local Government Area of Edo State using the ex-post facto research design. A sample of 450 public primary school teachers was drawn via multi-stage sampling techniques involving simple random sampling, non-proportionate stratified random sampling and accidental sampling techniques were used. Two research questions and two hypotheses guided this study. Data was collected using a structured questionnaire titled Teachers’ Use of Specific Feedback Mechanism Scale (TUSFMS). The reliability coefficient of the instruments was 0.92. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and one-way ANOVA where applicable. Result revealed that there is a significant difference in the use of specific feedback based on teachers’ gender, though their usage is at a low extent. Further result revealed that teachers across the different years of teaching experience do not differ significantly in the use of specific feedback, though usage of specific was low among the sampled teachers. Based on the findings it was recommended among others that school administrators organize workshops and seminars for teachers on the importance of specific feedback and how it can be provided to students for optimal learning.