Even having designed an academic program based on competencies when students finish this program they are usually not aware of their competency development. Feedback can act as a promoter of this competency development but not all types of feedback can do it. It has to meet some characteristics, which requires that students adopt an active role once they get this feedback. This study contributes to explore to what extent feedback facilitates students’ competency development and to better know if at the end of an academic program students are aware of the competencies they have developed. With a sample of 131 students a pretest-posttest research was designed. In this paper the results about the pre-test survey are being presented. Students’ responses obtained show their positive perception on the development of soft skills (transversals competencies) more than hard skills (competencies related to their specific professional field of expertise). Concerning teachers’ feedback same students assessed it in a positive way even though they considered it just partially helped them to improve their learning.