In the paramedicine profession, students who strive for a career as a paramedic are placed with prehospital paramedic preceptors who interact, teach, oversee and evaluate these future professionals before they advance to their chosen profession. Preceptors are individual professionals picked by local educational institutions and have met minimal educational standards set by the institution and the Committee on Accreditation of Educational Programs for the Emergency Medical Services (2016). Preceptors assess these students through an evaluative process which identifies the student's strengths and weaknesses during a shift. The process involves both a formative and summative evaluation process that informs the student of their progress and actions during a prehospital clinical shift. Current literature notes that giving feedback to a student is an essential means for their development (King, 2016), but even though essential for student progression constructive feedback is lacking in the clinical realm (Duffy, 2013; Grover, Hayes, & Watson, 2014). Wilkinson et al. (2013) stated that there are many reasons for the lack of constructive feedback, especially negative feedback. Paramedicine research currently shows limited research regarding prehospital paramedic education and evaluation. This qualitative narrative study focused on exploring the attitudes and perceptions of paramedic preceptors toward providing constructive feedback in the prehospital setting. Through a semi-structured interview process with 10 urban, rural and inter-facility preceptor experiences were documented regarding interaction and evaluation practices with paramedic students in the field. Nine themes were developed through research question data analysis: (a) negative feedback is imperative, (b) student perception toward preceptor when giving negative feedback, (c) formative feedback, (d) summative feedback, (e) student attitude, (f) learning from the student, (g) experience level of the student, (h) self-analysis, (i) administration concerns. This study expands the knowledge of paramedic preceptor perceptions during student interactions and notes that further research is needed in this area. Developing better ways to communicate information between educational institutions, preceptors and students is imperative for student and organization success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]