This is a two-phase research process in a wiki environment. The first phase explored (1) the significance of peer-feedback on students' academic performance on a specific task in a wiki environment, (2) three types of peer-feedback and (3) students' constraints on offering meaningful feedback to their peers. The objective of phase two was to determine the reasons why students refrain from peer-feedback. Significant correlation exists between the willingness to give feedback and the willingness to receive feedback. Significant correlation also exists between the difficulty of giving feedback and the difficulty of receiving feedback. Female students tend to consider feedback as the teacher's responsibility more than male students. Religious beliefs did not have any significant effect on any of the parameters tested. The results indicate that traditional students tend to be more conservative regarding feedback. There are worrying implications to pre-service teachers' refraining from giving feedback.