We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or vocal feedback to vocal feedback combined with video replays of performance while training the teachers to implement two variations of discrete-trial training. The different forms of feedback were similarly effective for all of the participants. However, all of the teachers showed a preference for vocal feedback when they could choose which form of feedback they would receive from the experimenter. Results have important implications for the use of feedback when training teachers.