This study examined the feedback choices made by 12 professors which they executed in their freshman/sophomore level speech communication performance-based courses. Each instructor tape recorded and coded two 10-minute feedback sessions. Each teacher also responded in free writing form about self-correcting perceptions subsequent to the coding of these taped sessions. Results indicated that there were no significant discrepancies between feedback perceptions between the novice and the seasoned instructors. The public speaking teachers perceived greater direct influence feedback than those teaching other areas. The oral interpretation teachers perceived greater indirect influence feedback. Two of the public speaking teachers commented on their excessive use of direct influence. Two of the voice and diction instructors desired to move toward greater direct feedback. Each teacher discussed, or at least referred to, the importance of feedback in creating the appropriate climate and in encouraging students to develop and progress in their speech performances. (MG)