Receiving public feedback on academic work may threaten students' face, particularly when such feedback is critical. One way that feedback may be cushioned is through face-threat mitigation techniques. I analyzed the use of such techniques in the feedback given by faculty and professionals to landscape architecture students as preparation for integrating communication instruction into these courses. This analysis revealed that informal language was the most prevalent technique employed by both faculty and professionals. Findings also indicated that faculty offered more direct advice to students than professionals, potentially fulfilling students' desires for relevant feedback. The marked differences between faculty and professionals patterns point to different interpretations of and goals in providing feedback. The analysis concludes with a discussion of this study's implications for future research on feedback.