Can students teach their professors? The purpose of this study was to determine if students provided more immediate feedback to the professor on what engaged them and what distanced them in their learning and if the professor made changes to course delivery based on that feedback, would students become more engaged in their learning. In this action research study, a cohort of thirteen teacher education students responded bi-weekly using Critical Incident Questionnaires identifying what engaged them and what distanced them in the course. The sooner, rather than later, feedback to their professor allowed the professor to make changes to course delivery throughout the semester and thus helped students become more engaged in their own learning. The study found that the use of Critical Incident Questionnaires helped the professor assess her own teaching, make adjustments to class delivery based on student feedback to engender greater student engagement, and encourage future teachers to engage in the process of self-reflection.