Feedback, a widely recognized term in education, takes on many forms and is distributed through many channels including instructor-led feedback as well as peer-to-peer feedback. When effective, feedback can direct students’ learning by identifying areas for improvement, encouraging self-reflection, and indicating class performance. The practice of giving and using effective feedback is also recognized as a skill for success in agriculture, food, and natural resource careers. Uniquely, we sought to examine how student perceptions of feedback changed after completing an experience where they received feedback from known and unknown peers as well as faculty. For this study, two cohorts of web design students from two universities were co-taught during the fall semester. During the semester, students completed an initial group meeting to get acquainted, as groups were mixed between institutions, and they provided feedback to improve websites through a worksheet and group discussion. At the end of the course, students completed a retrospective pre-posttest survey, which contained 15, 6-point Likert-scale items assessing the students' perspectives toward seeking, making sense, using, and providing feedback, as well as managing affect or emotions. We conducted a series of paired samples t-tests to assess if perceptions changed throughout the course experience. We found significant differences between post- and pre-test scores regarding their perceptions, which showed seeking, making sense, and using feedback were higher after completing the course than before. However, we did not find a significant difference for managing affect. These results emphasize the need for structured, scaffolded experiences where students have opportunities to practice giving and receiving feedback to both known and unknown peers as it increases students’ feedback perceptions. We also recommend providing opportunities for students to manage emotions regarding feedback. For example, qualitative reflections to unpack the discomfort or defensiveness that may result from the feedback process.