This study investigates university teachers' perceptions of and reaction to students' structured feedback on various aspects of their teaching. It begins by reviewing the literature on student evaluations of teaching and on the important issues associated with performance feedback in general. Using semi-structured qualitative data gathered from a group of lecturers who voluntarily participated in a formative student evaluation process at the University of Limerick, the researchers analyse the types of reactions and perceptions that this data reveals. Questions relating to the perceived accuracy, predictability and rationale for change are explored. Finally, the implications for the development or enhancement of student feedback systems are outlined and discussed.