One of the most effective ways for teachers to ensure that their students have obtained the specified learning outcomes is to provide them with constructive feedback. If students are not given the optimal feedback and are not asked to re-do the work, teachers will not know whether the educational goals have been met. This study aimed to investigate whether Bahrain Teachers College students receive constructive feedback from their teachers. It explored both teachers' and students' perceptions about the importance of giving and receiving constructive feedback and how feedback may improve academic achievements. The sample consisted of 200 students and 37 faculty members representing the different academic divisions of the Bahrain Teachers College, majors and year of study. The results showed that students and instructors agree on the importance of providing constructive feedback as a crucial tool to the process of teaching and learning. A significant difference was found between students and their instructors' perceptions on whether constructive feedback is provided in their classrooms. Some recommendations are provided for teachers on how to reinforce students' learning by giving constrictive feedback and close the gap by seeking students' satisfaction with their learning.