Much has been written in higher education assessing the value of feedback. This article seeks to explore how altering the feedback message might influence student learning and perceptions of learning. Feedback was provided on in-class quizzes in either the process portion or outcome portion of the quiz. Not only did process-oriented feedback have a more positive impact on student performance on quizzes than outcome-oriented feedback, it also was perceived more favorably by students both in terms of its usefulness and its impact on their learning in the class. However, the quiz feedback students received did not seem to generalize to a similar type of analysis question on other types of assessment instruments. This exploratory study suggests further research is warranted regarding the types of feedback provided, the type of assignment/assessment and the type of thinking required.