In the practice of law, appraisals are recognised as an important part of the performance management process. In this practice report, we discuss the introduction of a ‘two-way’ appraisal process in our clinical legal education (“CLE”) modules. This paper argues that an appraisal process can provide a valuable opportunity for tutors to offer students formative feedback, whilst also acting as a forum for tutors to receive invaluable feedback from students about their experience of working in a University Law Clinic. We argue that in addition to being a rich source of feedback for both students and supervisors, ‘two-way’ appraisals increase the authenticity of the student learning experience and can develop student employability. Drawing on the authors’ experience of introducing an appraisal process in Lancaster University’s Law Clinic, this practice report provides practical tips to introduce an appraisal process in CLE modules and a discussion of both the benefits and the limitations. The authors also reflect on the student view of participating in an appraisal by considering the results of a small-scale ethically approved survey with third year and postgraduate Law Clinic students.