This article explores strategies for acting on feedback that students bring to their higher education, by exploring student perceptions on the guidance they received from their teachers in school or college. Whilst assessment issues have been the subject of a range of research studies, it is the contention of this article that little research has been undertaken to identify the strategies that students possess for "using" feedback. This small-scale research study was stimulated by M.R. Weaver's 2006 finding that only a quarter of students had received guidance on how to use feedback prior to university. This exploration identifies the guidance for using feedback that 350 students in Humanities brought to their degree course. Analysis of responses revealed the strategies that students had been introduced to, identifying nine indigenous categories. Whilst almost 40% of these students indicated they had received guidance for using feedback, scrutiny of responses showed that many of these students confused "actual feedback" with "guidance on how to use" feedback. The implications of such starting positions for students and staff are considered: questioning the adequacy of such a foundation for students to be able to make effective use of the feedback they will receive in their degree course, and finally suggesting initiatives by which staff could enable students to get more out of feedback. (Contains 5 tables.)