The studio critique (crit) is an established and fiercely defended part of art and design education in the UK and many other parts of the western world. It is an established and important component of a studio-based culture, allowing teachers and students to discuss, experiment with and develop ideas and concepts within a ''supportive environment.'' This thesis examines the role and nature of the feedback received by students and given by teachers and student peers at the crit, and examines its contribution to design students'' current and future understanding and learning. The book premises that how effectively students learn in the crit and the understanding and benefit gained from the formative feedback they receive is not only reliant on the quality and focus of the feedback, but could be affected by other factors. The book identifies four main learning activities in the crit and suggests that cognitive learning is often impacted on by four main categories of perception of self that can result in impaired or surface student learning. This research is of benefit to students, teachers and professionals involved in presentations/pitches to any audience.