Reflective practices have led teachers to shift their attention towards student’s feedback where learning is viewed as an active process. Teachers reflect upon their students’ feedback and attempt to develop good relations with students. This paper examines the relationship between student’s feedback and professional development of student teachers during practicum. Data was collected from 800 perceptive teachers through questionnaire and observation. Descriptive analysis was made to see the tendencies and then variables were computed to test the hypotheses. Linear regression model was applied to see the relationship between independent and dependent variables. The research hypothesis was accepted, that a significant relationship exists between student’s feedback and relationship with students. Moreover, this paper suggested that introducing a comprehensive student’s feedback can improve the professional skills of student teachers. There is a need to highlight the importance of student’s feedback to the prospective teachers during teaching practicum rather than theoretical perspectives.