Background: Seeking feedback is essential for self-directed learning and professional growth during clinical training. However, many medical students hesitate to actively request feedback despite recognizing its educational value. Understanding the factors influencing feedback-seeking behavior is critical for creating learning environments that encourage continuous improvement. This study explored why medical students remain silent during clinical learning encounters and how this influences their professional development. Methods: A qualitative study was conducted among undergraduate medical students who had completed clinical postings. Participants were recruited using purposive sampling, and semi-structured interviews explored experiences of requesting, avoiding, and responding to feedback in clinical settings. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke's reflexive thematic analysis. Results: Five themes emerged: fear of negative evaluation, where students worried about appearing incompetent; protecting professional identity, as learners avoided situations that might threaten their confidence; hierarchical learning cultures, where perceived power distance discouraged initiating feedback conversations; uncertainty about feedback expectations, with students unsure when and how to seek feedback; and psychological safety as an enabler, where approachable faculty encouraged open dialogue and active feedback seeking. Students described feedback-seeking as a learned behavior shaped more by the educational climate than by individual motivation alone. Conclusion: Failure to seek feedback reflects not a lack of learner interest but the interaction between confidence, educational culture, and psychological safety. Building supportive clinical learning environments and explicitly teaching feedback-seeking skills may strengthen learner agency and promote lifelong reflective practice.