In efforts to promote a more learner-centered approach to supervision, faculty members at a Midwestern U.S. university piloted a new digital classroom observation form. Participants included middle/secondary teacher candidates (N = 28) in their final semester of their programs. The overall goal of this study was to gather teacher candidates' perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. Data were gathered using an online questionnaire that collected the frequency of TCs' reflective practices, their perceptions of the impact of the form on reflection, and TCs' perceptions of supervisor written feedback. Results indicated that while TCs felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably. Implications for future research are discussed.