Background: Feedback is central to improving learner performance, yet comparatively little attention has been given to how medical educators perceive and utilize feedback received from students. Understanding faculty attitudes toward learner-generated feedback may provide valuable insights into strengthening reflective teaching practices. Methods: A cross-sectional online survey was conducted among medical educators involved in undergraduate teaching across basic science and clinical disciplines. The questionnaire explored faculty perceptions regarding the credibility, usefulness, emotional impact, and influence of student feedback on teaching practices. Additional items examined perceived barriers to accepting learner feedback and strategies that encouraged constructive use of evaluation data. Descriptive and comparative analyses were undertaken. Results: Faculty generally acknowledged student feedback as an important component of educational quality improvement, although perceptions varied according to teaching experience, academic role, and previous exposure to faculty development initiatives. Greater acceptance of learner feedback was associated with perceptions of transparency, specificity, and developmental intent. Conversely, concerns regarding anonymity, limited contextual information, and the emphasis on numerical ratings reduced confidence in the feedback process. Respondents expressed a preference for feedback systems that combined quantitative ratings with narrative comments and opportunities for dialogue, allowing feedback to be interpreted within the broader teaching context. Conclusion: Student feedback is most valuable when perceived as a collaborative tool for professional growth rather than a measure of performance alone. Faculty development initiatives should focus on enhancing feedback literacy among educators and promoting feedback processes that support reflection, meaningful dialogue, and continuous improvement in teaching.