This study examines the content (i.e., pedagogical skill) and purpose (i.e., praise or suggestion for growth) of university supervisor written feedback in order to improve the quality of observational evaluation provided to elementary and secondary pre-service teachers. Interview data reveal key factors influence the content of supervisor feedback, including the pre-service teacher's instructional context and learning needs, as well as the supervisor's content knowledge and teaching beliefs. Findings reveal supervisors provided significantly more praise versus suggestions for growth, and commented much less frequently on key practices, including supporting emergent bilinguals. Implications highlight the importance of supporting supervisors with targeted professional development opportunities which allow for critical examination of their feedback.