This study investigated the impact of administrators' constructive comments to preservice teachers about their micro-teaching demonstration. The project used a research model that concentrated on cognitive changes rather than changes in behavior and that used images of growth rather than measurable changes. It attempted to facilitate reflection, personal interaction through feedback, and understanding of professional development. Two university professors collaborated to facilitate the exchange of comments written by novices learning new skills to serve as feedback to each other. The videotapes of preservice teachers' micro-lessons in the experimental group were viewed by preservice administrators who were enrolled in a graduate course in supervision. The preservice teachers became part of either the control group (n=41) or the experimental group (n=34). Two sections of the experimental group completed an open-ended questionnaire. Results indicated that preservice teachers reflected on their specific lesson when they read the comments made by the preservice administrators. They also reflected on the process of learning to teach when they responded to the open-ended questions about the comments that were made about their lesson. Preservice teachers reported an increase in their confidence to teach and in their ability to learn to teach well. An appendix contains the survey instrument. (Contains 36 references.) (JB)