Although written lesson plans are a standard requirement in teacher training programs, limited information exists about effective methods for reviewing and assessing these documents. Vanderbilt University faculty designed and implemented a Scholarship of Teaching and Learning research study to evaluate the impact of in-person and written feedback to graduate students pursuing their master's degree in deaf education. They created a detailed grading rubric to evaluate the written lesson plans submitted by graduate students during their practicum experiences. The rubric consists of 54 items grouped into eight categories: (1) knowledge of students; (2) measurable objectives and learning standards; (3) materials; (4) instructional sequence-activities; (5) instructional sequence-strategies; (6) evaluation and data collection; (7) reflection; and (8) technical aspects. Structured pre- and post-lesson conferences with individual graduate students were systematically incorporated. Program evaluation showed that graduate students improved their lesson plans when they received both in-person and written feedback as compared to written feedback alone. A sidebar presents suggestions for incorporating in-person feedback into students' practicum requirements.