Small Group Instructional Feedback (SGIF) is an instructor driven structured mid-term activity. Its purpose is to solicit student specific feedback on instructor effectiveness and provide this feedback immediately back to the instructor. Does SGIF bring about changes to the teaching and learning environment? Do students‘ perceptions of the course, the instructor, and their motivation towards learning change after participating in SGIF? Do instructors make changes to their teaching after receiving mid-term feedback? An end of term survey was taken of 352 college students (response rate of 95%) representing 20 courses from all departments. The survey (alpha .911) consisted of 33 items on a seven point Likert scale and three open ended items that collected student comments. As a result, 81% indicated that the SGIF improved the teaching and learning environment. Strong positive correlations existed at the .001 level between students‘ attitudes toward the course, the instructor, and their motivation with 83% indicating that they became more aware of their role in improving the teaching and learning process. Ninety-six percent of the students indicated they observed that the instructor acted upon their feedback. These findings reflect the ability of structured mid-term feedback to act as a catalyst in bringing about changes to the teaching and learning environment.