We used a multi-method design to determine the quality of technology-enhanced performance-based peer feedback, teacher candidate strategy use, and child behaviors over time. We also explored teacher candidates' perceived social validity of technology-enhanced performance-based peer feedback. Eleven teacher candidates enrolled in an early childhood certification program and their focus children that were at-risk or identified with disabilities engaged in naturalistic early childhood environments (home, community, and classroom settings). Teacher candidates were grouped by their environmental assignment and reviewed video interactions to provide feedback to their peers. Teacher candidates' quality of feedback changed over time which impacted teacher candidate use of strategies as well as focus child use of skills. Additionally, the teacher candidates perceived the intervention package to be feasible and acceptable. Implications for research and practice are discussed.