Australian educational policy strongly endorses formative assessment, an important aspect of which is feedback to students. Feedback has long been recognized as one of the most powerful drivers of student learning. However, in practice, feedback often fails to effectively contribute to student learning. Research shows that the content of the feedback message is important in determining its effect on learning (e.g., Hattie & Timperley, 2007; Shute, 2008). However, the effects of one method for providing feedback can vary widely for different students, and some students may not engage with what has been viewed as 'effective' feedback. Taking into account how feedback is perceived and subsequently used by students is therefore important (Hattie & Gan, 2011; Van der Kleij, Adie, & Cumming, 2016). In addition, individual student variables such as motivation, self-regulation, and ability level seem to play an important role in determining how students engage with feedback, and the effect feedback has on learning (Shute, 2008). This study aimed to investigate differences in teachers' and students' perceptions of feedback, as well as investigate the relationship between student engagement with feedback and individual student characteristics. The research was conducted in secondary schools and involved teachers and students in Mathematics and English. The study employed online surveys to compare teacher and student perceptions of feedback. A second student survey measured individual characteristics in order to analyse the relationship between individual student variables and feedback perceptions. Further, students' perceptions of and engagement with classroom feedback were explored. Preliminary findings will be presented and discussed.