The purpose of this qualitative study was to identify feedback strategies utilized by high school teachers in the classroom setting, how they used that feedback to affect subsequent instruction, and the teachers’ perceptions of their use of feedback and student understanding. The data were collected from interviews with 6 high school teachers and ongoing classroom observations of these teachers in the process of teaching. The teachers were interviewed 3 times and were observed as they instructed in the classroom 2 or more times. The participants also were invited to offer reflections and documents they used to collect student feedback. The findings of this study demonstrated that the participants used various feedback collection techniques and believed very strongly in using the results of the feedback to determine the level of understanding in their students before moving ahead with subsequent instruction. The participants believed their use of feedback had a positive effect on student achievement.