Teaching practice periods are intended to prepare pre-service teachers for their professional lives as teachers. With this in mind, we have developed a tool for gathering feedback from learners taught by teachers-in-training to provide these pre-service teachers with feedback that contributes to their professional development. This study presents findings on the degree to which pre-service teachers perceived the feedback from learners to be useful. Using structural equation modeling, we also explored the associations between characteristics of the pre-service teachers and the perceived usefulness of the assessment process. We conclude that teacher training could capitalize on this underutilized form of feedback.