Educators have long noticed differences in how students receive and use feedback. Despite the development of best practice guidelines, educators across disciplines remain frustrated that learners do not utilize feedback to their best advantage. To date, most research has only considered the question from the feedback-giver's perspective. Little research has been conducted to examine learner characteristics, and how those traits might explain differences in feedback-related behavior. This study used a mixed methods approach to explore the factors that explain how medical and physician assistant students react to, listen to, and use feedback. The question was examined through the lens of achievement goal theory. A grounded theory approach was utilized, and calibration emerged as the unifying theme. An overarching theory was developed to explain the process used by students who successfully use feedback to learn. To explore the relationship between feedback use and achievement goal pursuits, participants were categorized by their calibration ability, and achievement goal orientation was compared across groups. Goal pursuits could not explain differences between groups. The paper concludes with a discussion of the feedback-calibration connection, and suggests avenues for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]