This paper reports on procedures used to help student teachers reflect on their teaching. The major aim of the project was for student teachers to learn to use reflective processes before, during and after teaching a lesson, as a means of becoming more aware of their own knowledge and beliefs about teaching; and more self-regulative in monitoring and evaluating their work, and in setting goals for future lessons. To achieve this aim, a mentor helped subjects create feedback on their teaching by asking them questions which stimulated reflection. The interpersonal processes by which feedback on performance was provided form the focus of this paper. In particular, interest centres on attunement of student teachers to task feedback available, or deliberately sought, during the course of a lesson, and on reflection on the outcomes of teaching.