This research study investigates pre-service teachers' perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded. After their micro-teaching activities, they were asked to reflect on their own perceptions about the feedback they received on their micro-teachings. In addition, after each microteaching, they were asked to participate in an interview and a focus group interview regarding their perceptions about the different types of feedback. Findings suggest that pre-service teachers considered teacher trainer feedback as the most influential one in their development as teachers in the long run. They also stated that they changed their teaching immediately when they themselves realized a mistake. Findings also suggested that while they expected feedback about processing of the task from their peers, they expected feedback about self-regulation from their teacher trainer.