This paper presents the results of a small-scale qualitative study conducted at a UK university in which a sample of undergraduate students were asked to reflect on the (often subconscious) processes they use to engage with, act upon, store and recall feedback. Through the use of micro-blogging, weekly diaries and semi-structured interviews, the study found that students understand what feedback is and how it should be used. Students recognise the impact of technology in enhancing the feedback process, especially in supporting dialogue around feedback. However, the study highlighted that students often struggle to make connections between the feedback that they receive and future assignments, and it is recommended that further investigation is required into how tutors construct the feedback given and how students deconstruct that feedback, along with the role that technology might play in enabling students to make sense of all feedback that they receive.