This study focuses on collegial feedback as a specific learning and professional development opportunity for teachers. It is widely used in practice and is a fixed component of most quality assurance systems in Swiss vocational schools. Based on usage models, the study examines the characteristics of collegial feedback usage, as well as the intended effects perceived by school leadership and those perceived by teachers. It investigates how usage relates to perceived effects, characteristics of the teacher and the learning group, and the quality of teaching (assessed by students). The data is derived from surveys of rectors, teachers, and students from the largest vocational schools in German-speaking Switzerland. The study provides important insights for practice regarding whether the learning opportunity of collegial feedback is effective and how it is implemented.