Students are a key part of the learning and teaching feedback process. Hence their understandings, experiences and perceptions can provide valuable contributions in the identification of effective feedback practices. This paper reports on a study conducted within a larger research project which examined secondary school students' perceptions of the feedback they receive and provide. Focus group interviews were conducted with 42 students, across the school years 7 to 12, at a public senior high school in Western Australia. Students reported clear and articulated feedback preferences that they perceived would assist their learning. In particular, they nominated the importance of feedback that was individual and directional. This research contributes to a growing body of research which recognises the importance of student voice in learning and teaching approaches.