This study explored the nature of feedback strategies that teachers of Pennsylvania's Keystone courses (Algebra I, biology, and literature) used to prepare their students to meet the minimum proficiency standard on the corresponding Keystone exam, taken at the end of the course. Teachers reported highest usage of the following feedback types: teacher-to-student dialogue; review of homework, quizzes, and tests; and written work that explains student thinking or learning. Teachers reported lowest usage of self-assessments, pretesting, and online assessments. The study also explored the relationship between teacher mindset, related to beliefs about intellectual capacity and effort, and the feedback that teachers provided to students throughout the course. The relationship between the nature of feedback teachers provided during the course and the performance of the enrolled student population on the Keystone exam was explored. While no statistically significant relationships were found among the variables, implications for educational practice are discussed through a lens of professional practice. Teacher perceptions about challenges that interfered with student success on the end-of-course exam are noted. The researcher used survey research to conduct the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]