For teacher feedback to be most beneficial for student learning, students would need to proactively seek and actively engage with it. Embedding feedback within a formative assessment practice has been proposed as a means to support such student engagement. In this study, we investigate a mathematics teacher’s development of a formative assessment practice and the associated changes in students’ engagement with feedback during individual task solving. Inductive thematic coding of classroom audio-recordings was used to identify characteristics of changes in student-teacher interactions, and Orthogonal Projections to Latent Structures Discriminant Analysis was employed to examine multivariate differences between lessons. Results indicate that changes in the teacher’s practice were accompanied by increased student engagement with feedback.