Error correction for English language learners’ (ELL) writing has long been debated in the field of teaching English to speakers of other languages (TESOL). Some researchers say that marking all errors in students’ papers with written corrective feedback (WCF) is not manageable, while others think it is manageable. This study examines the manageability of the innovative dynamic written corrective feedback (DWCF) strategy, which has a more comprehensive approach to error feedback, and asks what factors influence the manageability of the strategy (including how long marking sessions take on average) and what suggestions experienced teachers who use DWCF have. The strategy has shown to be highly effective in previous studies, but its manageability has been questionable. A qualitative analysis of the manageability of DWCF was conducted via interviews of experienced teachers that have used DWCF and the authors’ experiences and reflections using the strategy. The results indicate that this strategy can be manageable with some possible adaptions while avoiding common pitfalls.