This paper presents the results of an exploratory case study on the implementation of Generative Artificial Intelligence (GenAI) to support descriptive feedback on the academic writing of student teachers at a Chilean university. The study combines a quantitative approach to student performance evidence with a qualitative approach that incorporates the research team’s perspective on the implementation process. The performance evidence obtained shows that GenAI can help bridge gaps in the time, relevance, and quality of feedback provided to students.