This action research is conducted upon noticing that the teacher trainees in this study do not get involved in the process of observation and feedback in microteaching sessions due to certain emotional and cultural constraints. Feedback, which allows teacher trainees to learn from their own performance as well as others', is an indispensable component of microteaching. Hence, this study aims to develop a more reflective and constructivist approach in microteaching sessions. The participants were 24 teacher trainees in an English Language Teaching Department at a large state university. The duration of the study was 7 weeks. The data were collected through two attitudinal questionnaires and semi-formal interviews. Findings from the analysis of data reveal that teacher trainees regard microteaching as useful for professional development as it connects theory to practice. They also acknowledge the benefits of giving and receiving feedback and of reflection. However, they express deep concern for others' feelings. The teacher trainees are often reluctant to provide overt oral feedback, probably due to the face-threatening nature of the event and some cultural constraints. However, they feel more at ease with a written feedback form. The trainees also report that they reflect more effectively and learn from one another's performance better through a structured feedback form. The study has also developed a post observation feedback form for microteaching presentations.