The purposes of this survey-based, mixed-methods, practical action research study were to: (1) determine the type of instructional feedback that high school students believe supports their learning; and (2) determine how high school students utilize feedback to support their learning. The study assimilated grades with instructional feedback using Student Learning Objectives (SLOs). Students completed an assessment, followed by the provision of two different types of reports: an objective-aligned feedback report and a traditional score report. Findings of the study revealed that 80% of the 40 high school students who participated preferred objective-aligned instructional feedback to traditional instructional feedback (e.g., letter grades). The findings from this study suggest that high school students value instructional feedback for improving their academic performance.