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This study reports a high school teacher professional learning program involving the integration of feedback from students' perceptions of their classroom learning environment using the "Classroom Climate Questionnaire" (CCQ) with teachers' feedback from a Classroom Observation program. Participating teachers used feedback from these two sources to devise intervention strategies in their endeavours to optimise the classroom learning environment. Preliminary findings indicate that feedback from the classroom observations provided teachers with a highly-valued source of data that complemented the data from the school's well-established CCQ-based program in supporting teacher professional learning.