This study explored and analyzed student perceptions of feedback for deeper learning in an online graduate program at a regionally accredited institution in the southeastern United States. Forty-one graduate students participated in an online survey to examine students' preferences for feedback, the most helpful types of feedback, and if feedback was effective enough to deepen learning. Open-ended, in-depth interviews explored effectiveness of feedback related to ownership of learning and deepening of learning. Related literature reviewed included an exploration of the theoretical foundations for quality feedback, optimal conditions for giving feedback, feedback that helps students take ownership of learning, and feedback that encourages feedforward. Findings revealed students desired feedback that helped them align learning outcomes with personal goals allowing them to take ownership of their learning. Students also indicated the conditions in which feedback is given does matter, with clarity of feedback being most significant in helping students engage and use their feedback.