Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education program in a midwestern university implemented the use of peer feedback practices during an early clinical field experience with junior-level students placed in K-8 classrooms. Using qualitative data (peer review report and interview) and quantitative data (surveys), this study sought to identify not only whether peers were providing quality feedback but also whether that feedback was considered useful and appropriate in helping them improve their instruction, become more reflective when using the clinical supervision model, and better meet their developmental needs. Recommendations describe how engaging in peer feedback can be better integrated into existing practice for teacher educators, preservice students, and cooperating teachers. (Contains 2 tables.)