Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre- and in-service teachers’ feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice-based programs.