This study examined two aspects of feedback in a population of children displaying emotional and/or behavioral difficulties. The study explored the agreement in teachers' and children's reports of positive and corrective feedback, as well as the role of teachers' beliefs concerning the child's sensitivity to feedback. Teachers' sensitivity ratings were positively correlated with teachers' reports of positive feedback, indicating that teachers may give differential feedback based on the teachers' perceptions of the child's sensitivity to feedback rather than specifically on performance indicators. Discrepancies between teachers' and children's reports of feedback were also evident. Given the critical role of feedback in the academic and social adjustment of children with emotional and/or behavioral difficulties, implications of feedback practices are explored.