As part of its Race to the Top grant, the Massachusetts Department of Elementary and Secondary Education (DESE) redesigned its teacher evaluation system to include a spectrum of new metrics which included student feedback surveys. However, the DESE reported that approximately twenty school districts in Massachusetts are actually fulfilling this part of the evaluation mandate. It remains unclear whether collecting student feedback has improved these K-12 public schools or whether it has had any impact at all. Therefore, the purpose of this descriptive case study is to analyze the implementation of student feedback and to measure its perception and use in one K-12 public school district in Massachusetts. Using the theoretical rationale of feedback, the study's central research question was: How do educators in a northeastern Massachusetts district perceive and use student feedback surveys? From this question, there were three major findings. K-12 educators have mixed perceptions of the validity and reliability of student feedback surveys. First, that these educators use student feedback in small but meaningful ways to enhance their pedagogy. Second, that student feedback surveys have had a low impact on student behavior, teacher evaluations, and school districts as a whole. Third, that implications for practice include how and if other school districts in Massachusetts follow through with the adoption of student feedback surveys. From this study, areas for future research include additional research on the elementary, middle, and high school levels to determine the specific survey instruments that would increase teacher support.