In this study, the authors incorporate feedback as a key component of a pedagogical course for future faculty who had never taught or were currently novice teaching assistants. They studied (a) how future faculty’s teaching beliefs changed over the course of the semester, (b) whether feedback varied between future faculty (peers) and facilitators (faculty and upper level graduate students), (c) future faculty’s feedback preferences (i.e., written vs. oral, peer vs. facilitator), and (d) how to use those preferences to tailor feedback that encourages future faculty at all levels to adopt more active learning approaches.