Abstarct: Feedback is widely recognized as one of the most powerful influences on student learning, yet its effectiveness depends fundamentally on whether students engage with the feedback they receive. Recent scholarship has highlighted the importance of teacher feedback literacy—teachers' capacity to design and deliver feedback that students can and will use effectively. However, the relationship between teacher feedback literacy and student engagement with feedback has never been empirically tested in any EFL context. This study examined whether teacher feedback literacy dimensions significantly predict student engagement with feedback and whether student engagement mediates the relationship between teacher feedback literacy and perceived learning outcomes in Iraqi EFL writing classrooms. Drawing on theoretical frxameworks like Carless and Winstone's (2023) Teacher Feedback Literacy frxamework and Self-Determination Theory (Deci & Ryan, 1985), this research explores how factors such as Design Competence, Relational Competence, and Developmental Competence can predict student engagement with feedback. Data were collected from a stratified random sample of 300 Iraqi EFL university students enrolled in writing courses using three validated instruments: the Teacher Feedback Literacy Scale (TFLS; Xu & Liu, 2024), the Student Engagement with Feedback Scale (SEFS; Zhou & Zhang, 2023), and a Perceived Learning Outcomes Scale. Using a correlational design for the study, structural equation modeling (SEM) and bootstrap mediation analysis were employed to interpret the data and to test the hypothesized relationships. Results indicate that all three TFL dimensions significantly predict their corresponding engagement dimensions: Design Competence → Behavioral Engagement (β = .52, p < .001), Relational Competence → Affective Engagement (β = .48, p < .001), and Developmental Competence → Cognitive Engagement (β = .44, p < .001). Bootstrap mediation analysis revealed that student engagement significantly mediated the relationship between TFL and perceived learning outcomes, with the total indirect effect explaining 51.7% of the total effect (β = .30, p < .001, 95% CI [0.20, 0.40]). The findings underscore the importance of fostering teacher feedback literacy and student engagement to enhance learning outcomes in EFL writing contexts. The study contributes to the limited research on the influence of teacher feedback literacy on student engagement in the Iraqi context.