Clinical supervisors in speech-language pathology graduate programs are faced with the challenges of adapting to the learning styles of the current generation of student clinicians, and the necessity for increased efficiency and effectiveness of instruction with decreasing amounts of supervision time. Traditional methods of providing clinical feedback have been written and verbal; however, technological advances now allow for nearly effortless implementation of video-review feedback, which targets the current learning styles of student clinicians. This survey study examined student clinicians' and clinical supervisors' responses to the use of video-review feedback using iPads, in addition to traditional feedback methods, to determine efficacy of this instructional modality. Eighteen first year graduate clinicians and six clinical supervisors participated in this study, which was conducted over a six week period. iPads were used to record a minimum of twelve brief portions of sessions during this period and then these recordings were reviewed and discussed in collaboration between the student and supervisor. Results of survey responses following the six week period indicated that student clinicians and supervisors preferred the use of video-review feedback in additional to traditional methods, and students were in agreement that this feedback was beneficial to their clinical learning.