Although some literature addresses response in the context of thesis projects, the student perspective remains notably absent from response scholarship. This article brings the students' perspectives into focus by presenting a collaborative account from two thesis students and their advisor. The study explores the advisor-student relationship and the role of feedback throughout the thesis process, highlighting three main findings. First, context significantly shapes how the relationship is viewed by both the thesis advisor and student, with factors such as age, prior coursework, previous supervision, the advisor's knowledge of the topic, and IRB protocols influencing these perceptions. Second, written and verbal feedback serve complementary roles, with written feedback often playing an agenda-setting role for verbal exchanges. Lastly, students' emotional responses to their thesis advisor's written feedback are more closely tied to the workload it generates rather than the tone or focus of the feedback itself.