The post-observation conference is valuable, dedicated time for a teacher to focus their discussion on their own instruction and instructional delivery. This experience serves as an opportunity for the teacher to review the details of a lesson with their observer, while also reflecting on teaching practices. Not only does the post-observation provide the teacher with accolades regarding their teaching performance, but it is also an exchange where the teacher can reflect and is provided with critical feedback to improve instructional execution moving forward. The purpose of this qualitative study is to explore those strategies and conditions that prompt teachers to incidentally use this feedback and to review those qualities of the post-observation conference that keep teachers from putting this feedback into practice. The findings of this study suggest that teachers seek feedback in a post-observation conference that is specific to them, their classrooms, their students, and the lesson observed. The role of observer impacts the perceived efficacy of the post-observation conference, too, as teachers recognize the importance of this relationship to be optimally one of a coach. Based on the study findings, perceived follow-up on feedback in teachers' classrooms and overt support strategies used by the observer during the actual observation can potentially impact the way in which teachers approach their post-observation conference significantly. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]