Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers--a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes. (Contains 5 tables, 1 figure and 1 footnote.)