The teacher echo refers to teachers' almost verbatim repetition of student responses and can be used to provide implicit feedback about students' achievement or understanding. Echoing student answers is a controversial strategy of classroom discourse, as some critics see it as a bad habit and consequently deny its use in the classroom. The aim of this research project was to learn more about the perceptions of unprejudiced, prospective teachers on this controversial type of teacher feedback. Therefore, two short videos of a simulated lesson with and without teacher echo were created. A sample of 410 teacher trainees was asked to rate the perceived instructional quality and answer a knowledge test about the lesson contents. Results showed no significant differences in perceived cognitive activation and teacher dominance, but higher perceived constructive support and better knowledge acquisition when using the teacher echo. Thus, its application seems to be more beneficial than harmful.