Background: Feedback is central to competency-based medical education, yet many medical students fail to translate faculty feedback into meaningful changes in their learning. While research has focused on improving feedback quality, less is known about why learners do not use the feedback they receive. This study explored barriers influencing feedback utilization among undergraduate medical students. Methods: A qualitative study was conducted using purposive sampling. Semi-structured interviews explored students' experiences with written and verbal feedback following formative and summative assessments. Interviews were transcribed verbatim and analyzed using Braun and Clarke's reflexive thematic analysis. Coding and theme refinement were undertaken iteratively to enhance credibility. Results: Six themes emerged: feedback without direction, where comments lacked actionable guidance; emotional resistance, characterized by fear of criticism and reduced confidence; assessment-driven priorities, where students focused on upcoming examinations instead of reviewing feedback; limited transferability, with feedback perceived as assessment-specific; missing feedback dialogue, reflecting limited opportunities to clarify expectations; and developing feedback literacy, highlighting students' need for guidance in interpreting and applying feedback. Participants consistently viewed feedback as more valuable when it was specific, future-oriented, and supported by dialogue with faculty. Conclusion: The effectiveness of feedback depends not only on what educators provide but also on learners' ability to interpret, value, and apply it. Developing feedback literacy and creating opportunities for dialogue and action planning may improve feedback uptake and foster reflective, growth-oriented learning in medical education.