This article presents findings from an exploration into supervisees’ perspectives on childhood memories and receptivity to corrective feedback in group supervision. Historically, students’ receptivity to corrective feedback has not been explored relative to their childhood memories. Ten graduate students from four practicum groups participated in three rounds of interviews and a focus group. They explored their childhood memories of receiving corrective feedback and the influence of these memories on their receptivity to corrective feedback in group supervision. Findings revealed that those participants’ receptivity to corrective feedback was influenced by their childhood memories. Implications for group work and supervision are suggested.