The current study - guided by the following research question: What aspects of successful feedback can be discerned in the accounts of students with special educational needs – is situated within a larger research project aimed at extending knowledge about students’ experiences of special needs support. It builds on individual semistructured interviews with 16 students in their last year of education in upper secondary school (vocational and academic programs), in three Swedish municipalities from two regions. Based on inductive qualitative content analysis, six aspects can be discerned, that from a student perspective characterise successful feedback. These are then problematized from a perspective of sustainable inclusion, and in relation to different theoretical understandings of what successful feedback comprise/embrace. It is concluded that the feedback that students describe as useful for their learning and understanding can be described as relational as well as empowering them as self-regulative. Throughout students’ accounts it is clear that a sense of belonging has to be simultaneously balanced with a sense of becoming.