Purpose: The present study aims to investigate the opinions of preservice science teachers about using standardized feedback in preparing education materials, including their opinions about oral, written and e-feedback and the effectiveness of individual and group work. The preservice teachers were also informed about the applicability of standardized feedback in other undergraduate courses. Research Methods: Case study design, a qualitative research method, was used in this study. This study was conducted in the "Learning Technologies and Material Design" course with the participation of 43 junior preservice teachers enrolled in the science education department of a public university. Findings: According to the results of the research, preservice science teachers are positive about the use of the standardized feedback process while preparing class materials. Among these views, it boosted the quality of learning, corrected erroneous information and raised their grades. The most important disadvantage was that the candidates did not want to redo the class material. Since the feedback givers and receivers were in mutual interaction, they stated that the most effective feedback was oral feedback. The second most effective was written feedback because it contained information, while the least effective was e-feedback. The candidates thought that standardized feedback was effective and promoted permanent learning in the studies conducted both individually and in groups. Implications for Research and Practice: Standardized feedback can also be used in undergraduate education, projects, teaching materials and laboratory classes.