This study examines teacher experience with feedback conferences during the formal observation process in a Catholic school system in the Northwestern United States. The Department of Catholic Schools in the Archdiocese of Portland in Oregon expressed interest in improving teacher evaluation and supervision processes due to comments indicating that the current approach does not improve the formative development of teachers. Research supports the importance of feedback in eliciting teacher improvement and lasting growth. A qualitative, phenomenological design explored teachers' experiences in the Archdiocese of Portland in Oregon with feedback conferences during the formal observation process. Data collection included semi-structured interviews of eight teachers in their third through fifth years of teaching. The data analysis followed Moustakas' (1994) strategies on the phenomenological reduction process that assisted in revealing teachers' experiences with feedback conferences during the formal observation process. The findings of the study revealed five themes commonly shared among the participants that related to their supervision and evaluation feedback experiences. Emerging themes included perspective, the importance of time, structure and process, influence and importance of feedback conferences, and the lack of experience with the phenomenon. Findings will inform the revision of the current teacher observation and supervision protocol in the Archdiocese of Portland in Oregon Catholic schools. [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.]