To be effective, feedback should be goal-related. In order to better understand goal-related feedback in Master's thesis projects, the present study explores the goals of supervisors and students in supervision dyads and similarities and differences within and between these dyads. Twelve supervisors and students were interviewed, and their goals were categorized using a curricular perspective and personal goals perspective. Results indicated that most students and supervisors pursue both curricular and personal goals, which is explained with the transitional phase from being a student to becoming a professional. Within dyads goals of supervisors and students vary greatly and supervisors recognize students' curricular goals better than students' personal goals. The findings suggest that goal-related feedback in Master's thesis supervision can be complex, as students and supervisors (1) can pursue different goals and (2) do not always correctly perceive each other's goals.