Feedback is vital in the field of sports as it helps athletes improve by giving them helpful advice on how they are doing, finding where they can improve, and keeping track of their progress. A phenomenological study was employed to investigate the lived experiences of high school volleyball student-athletes in Davao City, Philippines. The study included five participants who were purposely selected for in-depth interviews. Further, the study was anchored on the Attribution Theory which states that understanding how people translate events around them and how their translations affect their thinking and behavior. In sports, this theory helps understand how athletes interpret and respond to feedback and assess their own performance during training and games. The data were analyzed using thematic analysis to derive meaning from the lived experiences of the student-athletes. In terms of the lived experiences of the student-athletes, two emergent themes came into view: receiving feedback to cultivate a learning mindset and navigating coach feedback dynamics. The findings of the study support two major recommendations: volleyball coaches should enhance their understanding of feedback techniques to effectively utilize them as an asset rather than a liability for the student-athletes, and student-athletes should develop the skill of navigating diverse feedback from their coach to foster greater opportunity for learning and improvement.