One of the most influential factors in student musical development is feedback. Teachers must think deeply about how to shape their communication with students to provide feedback that can promote student growth while minimizing discouragement and disengagement. Special care needs to be taken when providing feedback to historically marginalized students, who may be skeptical of feedback from instructors for various reasons. In this article, the authors discuss key elements of effective feedback in music education and provide guidance on structure, delivery, and frequency of feedback in the music classroom in ways that diminish implicit bias and promote individual musicianship.